M 




LIBRARY OF CONGRESS. 



Glpji. - Cn'tJjrinM ' 

7 



UNITED STATES OP AM 



MERICA. 



SNAP 8H<DTS 

WITH AN 

OLD MAID'S KODAK 



BY THE AUTHOR OF 

Preston Papers," 

Miss Preston's Leaven," 

" Education in Utopia," 
" The Law and the Pedagogue," etc. 






\ 

^ 



"A person's laugh will tell more of their character than all 
their talk will do." Page 29. 



3*, < 

SNAP SHOT PUBLISHER, APR d 1894 

37 West 10th St., Vv 

New York. 

PRICE $i.oo *S2-2~0 ^ 



/ 






ft 



Copyright Applied fob. 



PRKSS OF 

H. L. WILSON COMPANY, 

ROCHESTER, X. V. 



LOCUS PCENITENTLE, 

AND SOME REASONS THEREFOR. 

i. That there is any chance for adverse criti- 
cism of Schools or Teachers. 

2. That it is so much easier to find fault than 
to find remedy. 

3. That critics cannot point to any better sys- 
tem of public schools. 

4. That the New Education falls short of per- 
fection. 

5. That it would be very lonesome if it did not ! 

6. That dialect, of any kind, finds more readers 
than pure English. 

The Author. 



CONTENTS. 



PAGE. 

Chapter I. — An Old Maid's Letter of Inquiry. i 

Questions asked, honest answers required — County Insti- 
tute—Talk carried on in the name of Education— Difference 
between now and in Miss Polly's day — A silk-voiced man — 
A voung ladv book agent — Effect of modern education ques- 
tioned — Does it pay ? 

Chapter II.— More???? Encountered. - 5 

Tickled to see her name in print — Finds her brother scold- 
ing his stenographer — Schools and colleges do not furnish 
practical graduates — Salary discussed — Stenographer's in- 
competence — A trip for investigation proposed — Dr. Rice 
quoted— Editor promises to "pay the freight." 

Chapter III. — Investigation Begun. - 10 

Honesty required first of all — Source of eye-service — Char- 
acter-building the object of education — Recollections of the 
little red school house — How success is estimated — Moral 
responsibilities— The " system " machinery— Fads argued 
against — Temptations to cheat — Love of money. 

Chapter IV. — Punctuality Pleaded For. 15 

The W. C. T. U. meeting— Proposal to adjourn— Tardi- 
ness a positive hindrance in good works — Punctuality the 



vi. CONTEXTS. 

PAGE. 

soul of business — First three essentials of good service : In- 
tegrity, Punctuality, Accuracy — Promptness desirable every- 
where, even in housekeepers. 

Chapter V. — Accuracy Insisted Upon. - 21 

Paying too dear for the whistle — A man who lacked ele- 
mentary qualities in teaching — Formal reading — Scribbling 
allowed — Careless spelling — George Harris questioned — 
Growth of careless habits — Salaries affected thereby — Print- 
ers instanced — Tune, money and life saved by accuracy — 
Drill required. 

Chapter VI. — The Other Side. - - 27 

Some good points in our schools — Easier to find fault than 
to find perfection — The New Education has elements of 
strength — A laugh without a sneer — The barrier of caste 
broken down — Gold does not give status — Respect for labor 
— Refining influences — Citizen qualities taught — Daily hab- 
its — Teachers as home missionaries — Narrow lives give nar- 
row vision — Immigrants taught loyalty to the new home — A 
large theme. 

Chapter VII. — Obrdience. 34 

The corner stone of character — Cream and sugar in educa- 
tion — More and better teaching done now than thirty years 
ago — Old-school teaching, ,l the alphabet at one end of a 
strap, the teacher at the other" — Throwing the teacher out — 
Obedience taught now — The system improving with every 
; ear — Personal responsibility. 

Chapter VIII. — Manual Training. - - 42 

Pratt Institute — Children taught to work — Apprentice sys- 
tem of fifty years ago — Present methods — Pennsylvania's 
report — Minneapolis boys — Chicago's Manual Training 
School — Chattanooga leads in the South — Western States 



CONTEXTS. vii. 

PAGE. 

ahead of us — Beginning in New York — Points for taxpayers 
to consider — Fads that have a useful side — Labor and mar- 
riage affected — Effect of immigration — Common sense in 
marriage — Meeting of the rich and poor — Labor dignified. 

Chapter IX. — Other Benefits. - - 50 

A namby-pamby man who excelled as a teacher — Neat- 
ness and order discussed — Practical applications — Personal 
work called for. 



55 



Chapter X. — Patriotism. .... 

Country teaching — Lake Ontario like a woman — A 
woman's voice — Conscientious work done even by poor 
teachers — Salary — The nag described — Teaching has im- 
proved — Independence Day and Declaration — Pointing the 
lesson — Civil service reform needed. 

Chapter XI. — Nature Studies. - - 62 

Teachers not blamable for everything — Class of books used 
— Recommended — Cruelty reprimanded — Kindness made 
practical — Law and Gospel in teaching. 

Chapter XII.— Looking Backward and Ahead. 67 
The little red school house in Genesee — Sam Hill "learns 
his alphabet " in the good old way — " The Coming School" 
quoted — Recommended — Comparisons invited — Cookery and 
other things of ye olden time — Nature studies more attract- 
ive than books— Inflections on the words "new-fangled" — 
Going to Ohio. 

Chapter XIII. — Education in the Buckeye 

State. ...... 76 

Good Superintendents — Well qualified and well paid 
teachers— Rochester, N. Y. Salaries — Letter from one of the 
teachers — Quotes Miss Poole and the N. Y. School Journal 



viii. CONTENTS. 

PAGE, 

— Trying to make both ends meet on $300 a year — Expenses 
— Wants to go to Saratoga — Difficulties — Hers an average 
Case — Work commensurate to pay — Miss Poole goes to 
Rochester — Pay in Western Massachusetts — Rochester Union 
and Advertiser quoted. 

Chapter XIV. — Current Press Comments. 88 

Miss Poole advises the teachers to speak well of their pro- 
fession — Clippings from Greensburg, Pa., Tribune — Cochran- 
ton Times — Tacoma, Wash., Ledger — Boston Transcript — 
Topeka Daily Capita! — Lock Haven, Pa., Democrat — Ft. 
Worth, Tex., Gazette — Beaver Falls, Pa., Radical — Jersey 
City News — Brooklyn Citizen — Sioux City Journal — Phila- 
delphia Inquirer — Chicago Dispatch — Scranton Truth — 
Wilkes-Barre Times— Washington Star— Port Chester, N. Y., 
Journal — Chicago News — Augusta, Ga., Chronicle — Bos- 
ton Globe — Houston Post — Rochester Herald — Newburg, 
N. Y., Register — Syracuse Herald — Fall River Herald — 
Oswego Times — San Francisco Call — New Haven News — 
Duluth Herald — Troy Times— Jersey City Journal — Chicago 
Post — St. Paul Pioneer Press — Toledo Bee — Nashua Gazette 
Chester, Pa., Times — St. Louis Star Savings — Baltimore 
Herald — Summing up — Editorial. 

Appendix A. - - .... io 8 

Appendix B. - - - 112 

Appendix C. - - 115 



SNAP SHOTS WITH AN OLD MAID'S KODAK. 



CHAPTER I 



An Old Maid's Letter of Inquiry about the 
New Education ! 

Here are some pi'actical questions for our teach- 
ers, school officers and Boards of Education, 



Oldtown, N. Y., Dec. 9, 1892. 
Mister Editor: 

Be you one o' them kind o' men that knows 
everything an' tells everybody so in the news- 
paper? If you be, I want to ask a few questions, 
an' I want straightforward honest answers; 
fool in' an' sass don't count, even if the Demo- 
crats be at the top o' the heap just now. What 
bothers me is of a sight more importance than 
politics. Le' me explain. 

Durin' the las' month we've been havin' a 
" County Institoot" — a "toot" of some kind 



2 SNAP SHOTS. 

anyhow; an' as I hadn't nothin' on hand to worry 
about, nor no gossip to attend to, I jest tho't I'd 
go in an' see what some o' their new-fangled 
notions was like; but Land-a-Massy! I never 
dremp so much talk could be carried on in the 
name of Education! ! It beats me all holler! 

" Enjoy it?" Well, of 'course I did, or I wouldn't 
have gone agin in the afternoon, an' in the even- 
in,' an' agin in the mornin'. But — I couldn't help 
thinkin' a few tho'ts, as I set on one o' them hind 
seats, listenin' to language that was very flowery 
an' sometimes very amusin'. I couldn't always 
believe I was awake or in the land o' the livin', 
things was so different from what they was fifty 
or sixty years ago, when I was a gal! 

Somebody, a real polite man he was too, handed 
me a paper askin' me at the same time, with silk 
in his voice, if I wouldn't like a program! Mercy 
me, but I was tickled with his manners to a gray 
headed ole maid (that ain't my fault, le' me tell 
you) 'n' jest at noon along come a young lady 
with some papers 'n' books about teachin'; an' 
she give me one o' them with a smile that went 
straight to my ole heart (I heard afterward 
that she was agent for some firm in Lebanon, 
Ohio, that makes books V papers on purpose 
for teachers — but I don't care who nor what she 



INQUIRIES. 3 

was, long as she's so sweet 'n' pretty-mannered 
she'll git along!) 

But that ain't all. Now I read some, V spell 
a little, 'n' 'rite too, even if I don't make it go 
very well; 'n' from them programs 'n' books 'n' 
papers 'rT speeches I made out that there was lots 
o' things bein 1 teached to the young now-a-days 
that didn't used to be teached. 

I'm" glad of it, if it's best — but is it? Be the 
girls 'n' boys inny better or be they inny happier 
for their advantages? Be they usefuller men 'n' 
wimmin, lovin'er in their families r n' kinder to 
their nayburs? Be they more tender hearted? 
Be they better fitted for the duties of life, or be 
they made unsatisfied V restless? Be they 
better off mentally, even, than their fathers 'n T 
mothers was, that didn't get much outside of the 
" Three RV V the New Testament? 

Is the New Education, that I heerd talked 
about so much, goin' to help do away with our 
paupers V criminals 'n' " Political bosses ?" 
(for I hear that they even teach " Political 
Economy" an' "Political Arithmetic" now-a- 
days.) 

I know I'm old V fussy n* forgitful, 'n' mebbe 
I'm sot — but when I think how many years it 
takes right out o 1 one's life, 'n' the best years 



4 SNAP SHOTS. 

too, to go thro' our public schools, 'n' then see 
the results, I wonder does it pay? Is it best? Or 
be we makin' a grand mistake in crammin' an' 
fillin' V proddin' the children this way?* 

So I tho't I'd ask the Journalist, knowin' he L d 
be likely to know — an' fer fear you are too busy 
to write it all out with your pen you may print 
your answer in the paper, for ever since the 
young lady gave me that sample I've meant to 
buy one every month to read what you say about 
" The New Education," to 

Yours truly, 

Polly Poole. 

P. S. — Pa says I'll have to pay you fer this 'n' 
fer printin 1 yer answer, too — fer everything goes 
by " space" in a newspaper; so here's a dollar to 
pay fer this, 'n' I'll send you more if you need it. 

P. P. 

*See Appendix "A" written by the Author of Snap Shots, in 
1882, for a New York paper. 



HER NAME IN PRINT. 



CHAPTER II. 

The Old Maid Encounters More? ? ? 

Becomes enthusiastic and proposes an expedition 
a la Dr. Rice of Forum fame. 



Mister Editor: 

I was so tickled to see my name in print that 
I don't begrudge the dollar I s^nt you to print 
my questions with, not one mite; and by the 
same token I'm goin' to send you another herein 
to do some more printin' for me. Le' me tell 
you what I've found out. 

I went down to my brother's office the other 
day — he keeps a life insurance company — 'n' I 
found him just a goin' it 'bout a mistake of his 
type-writer's. She's a mighty pretty girl 'n' 
I always tho't he sot great store by her; but it 
seem's if she didn't know enough 'bout grammar, 
'n' spellin' 'n' punctuatin' to hurt her, if she is a 
.graduate from the High School. 

Says I, " Henry," says I, "we can all criticise 



6 SNAT SHOTS. 

each other, but," says I "be you much better off?" 
-cause I can remember when Henry lirst come 
home from college 'n' went down to help Pa in 
the same office, at the same work, only Henry 
didn't have no type-writin' machine, he had to 
fetch it all out o' his head 'n' ringers. 

Well, he stopped scoldin' the girl, V says he 
11 Polly, that's jest it, our schools 'n' colleges ain't 
practical enough for business men." Says he 
" A young woman twenty years old, that knows 
more about Roman History than she does about 
common every-day affairs, like ours, cant cant 
lid salary" 

Says I somewhat coldly, " Henry, is your salary 
inducement a very immense one?" 

Says he "Just look at these letters yourself, 
Polly, V stop chaffing me 'bout what I pay Miss 
Smith. When she can earn more I can pay 
more — but it would be better for her \\ me too 
if she knew a little more about letter writing, 
even if it took off some of the time she spent on 
Grecian Mythology and psychology and several 
other 'ologies," n he handed me some several 
letters; an' to say the least they wa'ift nothin' to 
be proud of. There didn't seem to be no appre- 
ciation of the real value of language in innybody 
that would write "we quarantine our customers 



CONCERNING ACCURACY. 7 

in unity from loss," when the dictation was 
"guarantee immunity from loss." 

The language was bad all through, 'n' the 
spellin 'n' punctuation worse. Even with my 
old glass eyes I could see that, 'n' I don't entirely 
blame Henry for bein' out o' patience; but 
neither do I think Miss Smith is altogether re- 
sponsible. 

Is-the value of accuracy teached in our schools? 
Isn't quantity preferred to quality in the daily 
work 'n' in the examinations? Ain't some com- 
mon things given the cold shoulder, in favor o' 
some things of more hifalutin sound 'n' sight? 

To me it looks like girls 'n' boys git a smat- 
terin' o' some things that's no earthly good to 'em 
here or hereafter; while some things that they'd 
find useful to know 's long as they earn their 
daily bread 'n' butter gets a heap o' neglect. 

Mebby I'm mistaken in this; but I'll do — say! 
I haint' got much on hand this winter, 'n' I'm 
kind o' fired up to see who's to blame; n' if you'll 
kind o' be moral 'n' financial support for me, I'll 
just go on a tour of inquiry among our business 
men and schools first 'n' find out. Mebby between 
us we can help right up matters if they need 
righting; 'n' if they don't, if the public schools is 
all right, we'll just say so in your paper. 



8 SNAP SHOTS. 

Only t'other day I was readin' in a New York 
Magazine — The Forum — a piece by a man that's 
doin' this very thing in all the big cities. Dr. 
Rice I believe he calls himself. An' I really 
believe a good deal that he says. 

Then I read in a Cleveland paper that Supt. 
Draper found fault with the teachers there 
because they didn't teach readin' well enough. 
Jest think of it ! Readin' to be neglected in our 
public schools! What be we a comi.n' to if these 
things is true? 

What do you say, Mister Editor, shall I go 

pokin' my bigbunnit 'n 1 ole shawl around into all 

the schools 'n' business places I can get into, 'n' see 

what I kin see, 'n' let you know ? 'Cause I can't 

afford to travel much without somebody 11 help 

pay my expenses; but I'll give my time, if you'll 

git my lunches 'n' fare paid. Is it a bargain ? 

Hopin 1 that you'll say "y es >" I will await your 

reply to, 

Yours Truly, 

Polly Poole. 

[Why, yes — Miss Polly; your ideas are good 
if their expression is somewhat antiquated; and 
even that may become somewhat modified by 
closer contact with people whose language is 
more carefully chosen. Ideas first, however, 



EDITORIAL. Q 

for they are priceless ; and language will follow. 
Let us hear from you every month, if your 
investigations develop anything of general in- 
terest on either side of the questions that are 
uppermost in the educational world. We'll ''pay 
the freight." 

Editor.! 



IO SNAP SHOTS. 



CHAPTER III. 

The Old Maid Investigates. 

Honesty asked for as part of the curriculum. 



Mister Editor : 

Well, sir, I've begun my tour, 'n' I promise you 
that I've learnt some things V can guess at more! 

The first man that I seen was awful excited the 
minute I spoke on the subject. Says he hot an' 
quick : 

"Tell 'em to teach honesty first of all ; every- 
thing else is of minor importance. If I've got 
to watch a young man or young woman to see 
that I'm not cheated as to time, work or tealty, 
I just get rid o' him as soon's ever I can say 
'Start.' " 

Well there's a master lot in that thought. 
"Eye service" all comes from lack of integrity ; 
but just how far our schools is to blame for this 
lack I didn't see; so I asked Mr. Stuart what 



AS TO HONESTY. II 

he thought V how he come to put that idee 
first. 

"Well," says he "I'll tell you. I've seen lots 
of folks go wrong that had no home training 
when young. All they were ever taught came 
thro' our school-houses; and as far 's right 'n 
wrong are concerned they didn't get much; 
nothing to brag of. Honesty, pure and simple, 
not from policy, but from right, is the corner- 
stone of character; and character-building is the 
object of education." 

Mister Editor, that's a good idee 'n' I pondered 
over it; 'n' I took my knittin' 'n went over that 
very day to visit Miss Sylvester's school 'n' see 
what I could see. Now Miss Sylvester 's a good 
teacher V gits along with all kinds o 1 questions 
amazin' easy. I've known her ever sence her 
mother 'n' me used to set on the same bench at 
school in the little red school house at the forks 
o' the road, up the Genesee Valley; 'n I well 
remember— but I musn't stop for none o 1 them 
memories. Just now my duty is to run my knit- 
tin' needles round the class room 'n'probe 'em 
all. We've got too many bank officers languishin' 
in our prison walls (because they waVt honest), 
an too many Sunday School Superintendents 
making excursions to Canada with the church 



12 SNAP SHOTS. 

funds, to leave the question to settle its own 
future. 

Miss Sylvester was awful polite, but she fired up 
good when I begun to use my probin' needle. 

Says she: "Aunt Polly, you've certainly found 
your mission right among the heathen of our 
own dooryards. We teach for pay. Pay depends 
on success. Success is estimated entirely by our 
'averages' and our 'per cents.' — not by the good 
we do morally. That doesn't count. It isn't on 
our program, and we don't get paid for teaching 
outside of the print ; but if we fall short of that, 
Heaven help us! We're either dropped entirely 
as 'incompetent' or else put into the most monot- 
onous part of the entire treadmill, with no hope 
of ever getting out of it/' 

I confess there didn't seem much to encourage 
honesty in that outlook; but I said with as cold 
a voice as I could command : "Miss Sylvester, 
have you ever been excused from your responsi- 
bilities as a cultivator of the morals of these 
school children by that Highest Power of all, 
who gave you the talent to teach?" 

"That's just it 1 ' she said with deepening ear- 
nestness; "we steer from Scylla only to encounter 
Charybdis. W 7 e are asked to fight, and the very 
first thing done by way of preparation is to ti 



"showing off." 13 

our hands. It's a fine 'system' where everything 
goes by machinery, and everybody rises or falls 
with clock-like precision, not according to what 
he is but what he can show." 

I couldn t argue again that, 'n' so I set V knit 
V thought; 'n' I guess she thought some, for 
there was a bright red spot on each cheek, 'n' 
she called class after class, heard 'em recite, dis- 
missed 'em an' called more. I was clean beat 
out to just set 'n' watch her; 'n' it struck me 
finally that five minutes might be profitably 
dropped from paper-foldin', 'n' sand-playin', 'n' 
clay-modelin', 'n' body-twistin', 'n' such things, to 
tell them children some immortal truths that 
might makea difference with them for all eternity. 
But she's got to satisfy the requirements of her 
principal, so to her Prin. I went. 

Says he, "Madam, my teachers are all honest 
at heart. I don't allow cheating on my reports, 
nor lying about what they've done." 

Mebbe he dorit — but there's some temptation 
to do just that thing. And when a teacher ain't 
entirely free to teach and work uprightly, it 
don't take more'n a week for a child to discover 
that his teacher is showin' off — nor to go 'n' do 
thou likewise. 

Well the principals is held under in the same 



14 SNAP SHOTS. 

way of the Superintendents; 'n' the Sups, by 
the Boards of Education, 'n' the Boards by the 
taxpayers; V they by their love of the almighty 
dollar. That sir, I believe to be the pivot on 
which the whole thing turns. Economy is the 
desideratum instead of integrity; 'n' the boys 
V girls are deprived of their rightful heritage 
of moral teaching in this way. 

Mister Editor — this water is getting pretty 
deep for me. Can't you toller out my ideas 'n' 
present the subject fuller n' better than I can? 
I see how necessary this influence must be, 'n' I 
see how it will alter \\ affect every point of every 
business or profession, sooner or later; how it 
enters not only into the quantity of work every- 
where, but into the quality also. 

I believe we ought to teach honest)-. 

What have you to say on the subject, to 
Yours truly, 

Polly Poole. 

[Well sister Poole — incidentally, we all ought 
to teach integrity, honesty; but — how far our 
schools may reasonably be expected to do this 
work, as a part of the curriculum, is an open 
question. Glad your language improves. May 
we not hear from our active teachers, Principals, 
Superintendents. Boards of Education and tax- 
payers, on this question? Editor.! 



W. C. T. U. INSPIRATION. 1 5 



CHAPTER IV. 

The Old Maid Pleads for Punctuality. 
Some Laughable Incidents Portrayed. 



Mister P2ditor: 

Pm afraid I shall hurt some o' the women- 
folks this time, for it was at our W. C. T. U. 
meetin' that I took my inspiration for this chap- 
ter. An' this is how it come about: 

We have an hour once a week from 3 p. m. 'til 
4 following. Wall, Pm always minded to be 
prompt, 'n' I got there just as the big clock rung 
the chimes for 3 — but there was only two mem- 
bers present: ole Miss Peterson, who hadn't 
oughter be out at all on account 'f rheumatiz, 'n' 
a young woman what I don't know personally 
but who is connected with our schools in some 
peculiar way — a Superintendent, I think they call 
her, whatever that means. I thought Supts. was 
alwavs full-grown men. 



1 6 SNAP SHOTS. 

Bimeby in come two more, sot a spell, got up 

n' went out, as I had a mind to, only I was 

beginnin' to get my war paint on, an' could afford 

to suffer in silence 'til I got a chance to speechify 

to the sisters, on the venal sin of tardiness. 

After a time some more come in, 'n' more 
pretty soon; 'n' at half past three about half the 
regular attendants was there — but not an officer 
to preside. I was wrathy, very — n' when Miss 
Mead come in smilin' (she always smiles — don't 
know no better I s'pose) 'n' walked up to the 
chair 's if everything was all right, I could have 
shook her! 

After the Bible was read 'n' the business begun 
I calmed down a bit an' got ready to spread 
myself on the subject of punctuality. So when 
the clock chimed 4 I rose with great dignity 'n' 
proposed that we adjourn. 

"Can't do it," says Miss Mead; "ain't half 
through yet." 

Says I, calmy, says I: "Our hour is from 3 to 
4. It's time to adjourn. 11 

"Can't help it" says she; we've got to appoint 
a committee to draft that petition to the Legisla- 
ture; to see to arrangements for next week's 
entertainment and hear the seci Gary's report of 



NO RIGHT TO BE TARDY. 1 7 

last week's convention. I hope Sister Poole isn't 
tired" — 'n' she kep' on smilin'. 

11 Well I be," says I ; " I was e'enamost tired 
out settin' here waiting' over half 'n' hour to 
have this meetin' open — 'n' not a blessed officer 
here to do it. What right has any one to take 
the time that belongs to the meetin' 'n' then 
make the meetin' overrun?" 'n' I sot down and 
looked around an' seen two more on their feet — 
among 'em Miss Eddy (our minister's wife) 'n' 
the young woman before mentioned. 

Miss Mead recognized Miss Eddy 'n' the rest 
give way. 

Says Miss Eddy slowly : " I think Sister Poole 
is right. Our time is one hour ; and it's not fair 
to those who are punctual that they must give 
double time to them that come late. I believe 
this habit of beginning late and closing late has 
much to do in hindering the good results of our 
work. I know it to be so in our church affairs — 
and my husband has decided to commence on 
time if there's nobody present but himself, and 
to close just as promptly" — 'n' she sot down. 

That young woman was up 'n' recognized before 
another woman could stir. Says she : 

" My friends are right. We have no right to 
be behind hand nor to waste other people's time, 



1 8 SNAP SHOTS. 

even if we do our own. I second Miss Poole's 
motion to adjourn." 

Miss Mead had to put the question, V the 
motion was carried. She quit smilin' for at least 
half an instant. As we moved out Miss Preston 
come up to me 'n' says she : 

" Miss Poole you hit the nail on the head. 
Punctuality is the soul of business ; and if the 
want of it doesn't ruin the W. C. T. U. the mem- 
bers'll have to turn over a new leaf." 

Says I, somewhat coldly : " Do you advocate 
that in your school work ? " — for if I do find fault 
in the meetin' rooms I don't believe in talkin' 
over faults outside. 

"Yes ma'am" says she ; " and you would if you 
had to go from one school-house to another, to 
give lessons, 'n' find only about half the teachers 
ready for you at the appointed hour — thus rob- 
bing the class of just so much instruction to 
which they are entitled. And that is the case 
with three-fourths of our special teacher's work." 

Mister Editor, right there I thought a big, big 
thought ; 'n' instead o' goin' home I walked up 
Broad street to talk with some o' our business 
men 'n' see what their opinion is. I went into 
Mr. Duncan's big store first, 'n' soon's I'd passed 
the time o' day, says I : 



ESSENTIALS. IQ 

" If you was hirin' a young man or woman 
what three qualities would you look for first, 'n' 
in what order ? " 

Says he : " Polly, do you want a position ?" 
laughin.' 

" No," says I, "leave them to the young folks 
- — but I do want to know what you consider the 
first three essentials of good service." 

He took out his tablet 'n' wrote— Integrity, 
Punctuality, Accuracy. 

Mister Editor, I called on fifteen men that 
afternoon 'n' found almost no variation of senti- 
ment. The next day I visited some o' the schools 
'n' I'm obliged to report that some of 'em (I say 
it with regret) don't know that there is such a 
thing as accuracy in the whole wide world ; 'n' 
others are afraid of it — least ways I s'pose they 
are the way they avoid it- 

But it ought to be writ on every program an' 
rung with every bell. 

An' I find that the chances of success are much 
greater everywhere with a prompt man than 
with a "lazy" one— 'n' so with women ; even house- 
keepers are more or less valuable in proportion 
as they are on time or behind it, waiting for 
things to ketch up. 

Why, this thing affects all walks of life, 'n' I 



20 SNAP SHOTS. 

wonder that our teachers don't make more of it. 
What do you say Mister Editor? Speak — I'll 
leave a space for you. 

With the best regards of 

Polly Poole. 
[Sister Poole, we think with Mr. Duncan that 
Punctuality stands right next to Integrity — 
flanked on the other side by Accuracy ; and as 
you say some of our teachers are alive to the 
fact, while others — 

Editor.] 



ACCURACY. 21 



CHAPTER V. 

And Now the Old Maid Insists upon Accuracy. 

Finds a Teacher who is utterly unfitted for 
his work. 



Mister Editor : 

I be a little afraid that some o' my letters 
carry too much caloric; but when I think o' the 
millions o' dollars spent in developin' the brain 
power 6 Young America, 'n' the vitality 'n' 
strength it requires to go through a graduatin' 
course, 'n' then compare the results, I sometimes 
wonder if we aint' in danger o' bumpin' up again 
ole Ben Franklin's caution-post about payin too 
dear for the wh is tie. Now Ben n ' m e d o n t a 1 ways 
agree, but I'm free to confess that in this one 
particular he's of my mind to a T. 

Considerin' on these things, 'n' thinking these 
thoughts I took my knittin' 'n' went over to Mr. 
Brown's school. Now Mr. Brown's a real nice 
man — but he wa'nt never meant to teach accuracy 



22 SNAP SHOTS. 

'n' if God or Nature designed him to teach any- 
thing else they must ha' forgot some o' the 
material, for he's awfully lackin' in elementary 
necessities, so fur's teachin' goes. (I've copy- 
righted them big words, leastways the way 
they're strung together — so don't you let none o' 
them spruce young candidates make any more 
fun o' my style. The Journalist is payin' the 
expenses o' this investigation, 'n' is entitled to 
the use 'o' dictionary words, if they're to be had.) 

But, to come back to Mr. Brown. He had a 
readin' class in front of him when I went in, but,, 
law me! I dont call that readz'n when they merely 
mumble and stumble and drawl the words, 'thout 
sensin' a thing they're sayin' ! However, it seems 
to suit him very well, for he didn't take no notice 
o' their little inaccuracies (that's another good 
word, 'n' all paid for!) nor their manner nor 
voice nor nothin' ; but when they'd read around 
two or three times, until there wasn't no more 
in that piece, he said — mild as molasses — " Read 
the next selection to-morrow." 

Then they wrote — or scribbled — in their copy- 
books, 'n' he sot at his d£sk 'n' wrote a letter 
part o' the time 'n' part o' the time he read the 
mornin' paper. 

I begun to get nervous, 'n' says I "Mr. Brown,, 



CARELESSNESS. 23 

can I move about among the desks, 'n' look at 
the copy books?" 

"Why certainly," says he, calm and placid's a 
June puddle. 

Well sir, about half V them boys 'n' girls 
didn't pay no attention to spellin their copies 
right ; V as for crossin' their fs or dottin' their Ps 
why it never seemed to occur to them to do that ! 

Says I to George Harris, says I "George, you 
ain't makin' very good headway with your writin' 
be you ?" 

He blushed a little, 'n' says he "It won't make 
no difference ! I'll git a 10 on my card all the 
same. Mr. Brown never looks at our writing 
books. He says: -Write on page 6 to-day,' 'n' 
we write there, or somers else ; but he never 
looks." 

Says I, coldly : "George, is Mr. Brown goin' to 
make mince pies o' these books bime by?" 

"Why no, mam," laughin.' 

Says I solemnly: "Is he expectin' to wear 'em 
for boots?" 

"Hardly, I guess." 

"Nor to use em for railroad fare, nor to pay 
house rent with?" 

"Not as anybody knows of." 

"George" says I, "this is your education — or a 



24 SNAP SHOTS. 

part of it; not Mr. Brown's. You re the one 
that'll use this work 'n' its proceeds, V you're 
the one who'll gain or lose by the way you do it." 

"Thank you, Miss Poole. Honestly I never 
thought o' that before. I will do better." 

Now crossin' an i or dottin' a t ain't much — 
but its indicative. (There's another dictionary 
word ; put where it'll do the most good !) And 
when a boy or girl gets a careless habit o' speech 
or work, it'll grow faster 'n' they do — -unless 
somethin" is done to stunt it. School seems like a 
good place to stunt such things, but somehow 
they seem to thrive in some mysterious way, so 
that as a matter of fact most large establishments 
keep one set of clerks to look over the work of 
another set. Think of that ! 

Now this affects prices. Accuracy has a com- 
mercial value. (Copyrighted also.) For in- 
stance, here's Mr. Anderson, a publisher. He 
does his own printing — by proxy — paying so 
much an em. Printers average to be as accurate 
in their work as anyone ; but they all depend 
upon the proof reader for corrections ; the proof 
readers lean upon revisers, and the revisers upon 
the critic. 

The critic commands a salary — and it is a good 
one ; now take away the necessity for the critic's 



VALUE OF ACCURACY. 25 

work, and distribute that salary among the 
revisers ; don't they gain by accuracy? Do away 
with a need of revisers and divide up all that 
money among the proof readers ; dismiss them 
and add their wages with the accumulations 
above named, to the price per em for the 
printers, provided the printers' work shall be so 
nearly accurate as to be dependable ! Can you 
see the ''commercial value" of accuracy ? 
" Here is Mr. Lovell, whose business is done 
largely by correspondence. He has many de- 
partments, with numerous clerks in each, and 
each department has to have a "complaint" clerk 
—one who looks up and traces the errors of book- 
keepers, shipping clerks, entry clerks, stenog- 
raphers, mailing clerks, etc. Think of the time 
and money that might be saved to that establish- 
ment and its employees if accuracy had been 
taught and enforced and drilled upon in every 
lesson while those young men and women were 
in school ! 

But that isn't the worst of it ! As they go out 
into other lines of business as drug clerks, 
physicians, nurses, telegraph operators, railroad 
men, human lives are sacrificed to their habitual 
carelessness! 

Isn't it time to call a halt? Shall the "Six 



26 SNAP SHOTS. 

Hundred" be forced into the "valley of death 
because "some one has blundered" and no one 
raise a dissenting voice to this wholesale 
slaughter ? 

I tell you, Nay! There is a responsibility 
upon the poorest teacher in the land, to teach, 
preach, practice and drill, drill, drill, DRILL 
upon this theme. Hoping that it may be done, 
I remain, 

Very reluctantly, 

Polly Poole. 
[This point is well taken. Let us hear from 
our teachers on the question. 

Editor.] 



THE OTHER SIDE. 2J 



CHAPTER VI. 

The Other Side. 

Some Advantages of our Public School Sy stent 
named by Miss Preston. 



May i, 1893. 
Mister Editor : 

Certainly there always is two sides to every 
question ; 'n' havin' found so many prominent 
faults with our schools I b'lieve it's only fair to 
show the other side — for there certainly is some 
good points. 

I was thinkin' these thoughts when I was in to 
see Miss Preston the other day. (She's our 
Superintendent now — used to be one of our 
teachers.)* So I asked her, says I : 

" Miss Preston, do you believe in our public 
school system? " 

*See "Preston Papers" by the Preston Publishing- Company,. 
37 West 10th St., New York City. 



28 SNAP SHOTS. 

"Certainly I do," come with great promptness. 

"With your hull soul?" 

" Yes and no." 

" Why « Yes ' and why 'No' ? " 

"Miss Polly," says she, " you've been for 
months showing up the reasons why none of us 
can believe in it entire ; but while you have good 
cause for all you've said and written I have some- 
times wished you would be fair enough to point 
out some things besides its defects." 

My feelin's begun to bile, but 1 threw a chunk 
of ice onto the fire 'n' it sizzled a bit 'n' then 
went square out, for I seen to once that it's a 
plaguey sight easier to find fault than to find 
perfection — even in spots ; V I know, too, that 
the- world is full o' old fogies (yes, just like me ! 
I know well enough what you want to say ! !) 
who live only in the past 'n' who think that the 
'" good ole times " is the only times worth men- 
tionin' 'n' who think because they V their fathers 
V gran' fathers went to mill with corn in one 
end o' the bag 'n' a stone in t'other to balance it, 
that there ain't no better way o' goin' to mill ; 
but / know there is ; 'n' I also b'lieve that the 
New Education must have some elements o' 
strength in it. 

So says I, as calm an' clammy as my stone 
door step, says I : 



GOLD NOT THE TEST. 29 

" Miss Preston, it galls me just awful to say it 
— but I ain't so young as I once was, nor so good 
lookin' as you be (My, but that tickled her !) but 
I can see through a knot hole yet — 'n' I want you 
to give me the very best p'ints you can on this 
question. I'll git 'em printed by the Journalist 
same's I did my own." 

" Good !" says she, 'n' she laughed. Now I 
like Miss Preston's laugh. It's real warm 'n' 
hearty, without even the shaclder of a sneer in it 
— which is more than can be said of some people's 
laugh. Honor bright I think a person's laugh 
will tell more of their real character than all 
their talk will do. It sometimes pays to study 
human nature by its side-lights. 

She had her things on just ready to go out 
when I went into her office, but now she sot 
down, took off her gloves, closed her eyes half 
way 'n' said, 's if she's dreamin': 

"Miss Polly, if our public school system did 
nothing but pull down the barrier of caste, it 
would have accomplished enough to entitle it to 
everybody's respect. Here the rich and the poor 
meet as equals. Gold won't buy brains, nor per 
cents nor averages. Money is not the test by 
which the grading is done and the examinations 
made ; and the boy who might otherwise depend 



30 SNAP SHOTS. 

upon the influence of a long purse, to give him 
status, here learns that it requires an application 
of brain power to give success, and that he may 
be outranked by the son of a beggar or mechanic 
unless he applies himself to his work." 

" That is good " says I ; "Next." 

" Well," says she slowly, " it does that for the 
rich man's son — gives him a healthy respect for 
labor. For the poor man's son it has brought 
him in contact with the refinement, courtesy and 
manners to which by accident of birth he was 
denied, but which by association become his and 
which tell upon his entire future." 

" I see, " says I ; " go on." 

" It helps us as a nation also. 

" How ?" 

" By giving us good citizen-qualities in those 
who have been taught obedience to law in our 
public schools. Submission to discipline, even 
though only of the school-room, obedience to 
the wish of the majority and to the control of 
those in power, are elemental requisites in good 
citizens, diminishing strikes, mobs and anarchy, 
replacing these with respect for law, order and 
other people's rights." 

Really, that seemed worth listening to, 'n' I 
begged her not to stop. 



SCHOOL MISSIONARY WORK. 3 1 

" I wish you could see, as I have seen, the 
benefits arising from regularity in daily habits " 
she continued ; " Our public schools teach this, 
indirectly perhaps; but it has its influence in 
making orderly men and women. 

" Then, too, the schools are an inspiration to 
higher, nobler living among the school children. 
In this sense the teacher becomes a real mission- 
ary, opening new worlds of thought to eyes and 
minds on which Ignorance and Vice had laid 
heavy hands — for in the teacher the child of 
Crime and Degradation sees a being of a higher 
order; and the awakening and saving of the soul 
here is fully as important as is that in distant 
Boorio-Boola-Gha." 

This was an elevation of the " system " of 
which I hadn't dremp — actually on a par with 
our Mission Board ! 

" Miss Poole, you cannot judge of the place 
and importance our public schools hold in the 
lives of the children in the wards of our large 
cities, where the population is largely foreign, 
because you live just here, and have always lived 
here. Your judgment is formed entirely by 
what you have seen and heard — and to do justice 
to your subject you should see other schools, 
under other circumstances. 



32 SNAP SHOTS. 

" Where shall the offspring of old country 
peasants learn patriotism and fidelity to the new 
home? Not around the immigrant's hearthstone, 
for his heart ever turns to his mother country ; 
not in the churches nor Sunday schools of the 
land, for even if they devoted their entire time 
on Sunday to the work, it would be only a part 
of one day in seven in which they could sow the 
seeds that must eventually bear fruit for America. 
The school room must be the place where Nor- 
wegian, Swiss, Russian, German, French, Italian, 
Chinese, English, Irish, Pole, must be American- 
ized, must be fitted for a higher plane of life and 
living." 

Mister Editor, them are pretty big ideas, 'n' 
put out in big words — but if you find inny trouble 
gittin' at their size, just call on 

Yours Truly, 

Polly Poole. 

[They are 4t big ideas," but the theme is large ; 
and as Miss Preston says, justice can never be 
done when only one side of a question is dis- 
cussed. What is true of city schools is seldom 
true of those in the rural districts — and vice 
versa ; and what is common to either in one sec- 
tion of the country may be entirely unknown 
elsewhere. Let everybody who wishes come 



DISCUSSION INVITED. ,, 



into this discussion. Then we shall see it fro 
every point of view. Come one, come all. 

Editor.] 



34 SNAP SHOTS. 



CHAPTER VII. 

Obedience. 

The Old Maid Discovers Obedience and Recog- 
nizes it as One of the Cardinal Virtues. 



May 4, 1883. 
My Dear Mister Editor : 

I feel humble. Very. "Why?" Because, sir, 
I have found the corner stone of character 
teached directly and indirectly by this same pub- 
lic school system that I've been a tearin' and a 
scoldin' about, 'n' that corner stone is obedience. 
You may write it in letters of light or on tablets 
of gold, for it is worthy; an' anything that pro- 
motes obedience, that enforces it, that makes it 
a second nature to the child, is entitled to be 
held in respect an' esteem — no matter if 'taint 
quite perfick. By the way what is perfick on this 
earth ? Can you name one thing where you 
can't suggest an improvement ? 

Well, now, it's on this wise : I went into one 



CREAM AND SUGAR. ^r 

o' the public schools the day after I writ last, 'n' 
I got a talkin'— (No it ain't "anything unusual," 
but you needn't be so keen after my lapses. A 
woman that can't talk ain't more'n half human!) 
Well, as I was sayin I got a talkin' with Miss 
Preston, 'n' she just combed my hair (so to 
speak) for what I've left unsaid— more than for 
what I've said. Says she : 

"Miss Poole, I believe you're sincere in your 
wish to help." 

" I be," says I ; " for though I wasn't born to 
much education, an' didn't acquire no great 
amount, nor git much thrust upon me— as some- 
body says about 'greatness' in one of Mr. Shakes- 
peare's plays— I believe in it, 'n' in big doses, but 
without quite so much cream 'n' sugar with the 
dose." 

"Why not cream 'n' sugar?" says she, in an 
awful mild voice but with ten pounds o' pressure 
on that "not." 

"Why, because " says I ,— <n' if you'll believe me, 
Mister Editor, every blessed idea I had left me 
there, with only a blank stare in my face 'n' not 
one word in my throat. Course I meant to argy 
agin so much ' spoon vittles' style, givin' intel- 
lectual (?) soup where solid meat was needed 
for real growth 'n' stren'th; but somehow she 



36 SNAP SHOTS. 

actually looked them words 'n' phrases right down 
my throat so fur they just dassent come up, for 
fear of gittin 1 smashed when they fell out. Ever 
had inriy body freeze your speakin' tubes that 
way? 

"I have never found, "says she, "that the making 
a duty disagreeable added to its force. If I had 
to split wood I'd rather do it out of doors, in a 
big sunshiny yard, instead of in a dark little 
room, where I could n't half see, and was likely 
to spend unnecessary time and strength on work 
that might be done more easily and quickly. " 

"There's common sense in that idee, any 
way," thinks I, " 'n' I'll see what more she has to 
say." So I began to be crafty like, *n' asked her 
some questions — which I'll give you in substance, 
'n' her answers, for I b'lieve they're worth 
printin'. 

" I got an idee," says I, " that some o' our 
schools put in more play than work." 

" It may be true in isolated cases, though I 
don't think it is in general. On the contrary I 
should say we are teaching more subjects and 
getting greater and better results than we did 
thirty years ago." 

I reflected. That sounded good, if it's true, for 
we must depend upon results to judge by. 



OLD TIMES. 2)7 

" What be some o' these results?" says I. 

" Obedience, is one," she begun. 

"Stop right there!" says I; "if you kin prove 
that alone, it's enough to mantle a multitude of 
faults." 

" I believe you," says Miss Preston; " now kindly 
revert to the schools of your day. How were 
they governed?" 

Ok, my land! How was they governed? If 
she only had n't asked that! But I braced up 
and prepared to take my medicine without 
making faces because 'twan't sugar-coated. So 
I said somewhat firmly: 

"Accordin' to my best recollection we had a 
strap in our school, with the alphabet at one end 
and the teacher at the other." 

"Your picture is graphic, but I believe it is not 
overdrawn. It was a common experience. How 
about 'turning the teacher out'?" 

Now that was another tender spot — for we 
used to look for a "tussle" at the opening of 
every winter's work, in the balmy days of long 
ago, to which we old fogies turn with such insist- 
ence (I borrowed that word from Miss Preston. 
I do hope it ain't misplaced!) — an' as a usual 
thing our teachers was hired with as much regard 
to weight an' "stuff" as to certificate. 



38 SNAP SHOTS. 

" It was parto' the play, at times," says I frankly. 
(I jest have to be frank with her. Ever have an 
affection o' that kind?) 

" Our children don't do that," says she. " They 
accept the teacher as a friend and as a superior, 
entitled to obedience and respect, as of right. 
Generally speaking our teachers command the 
pupils' love also." 

Have you ever noticed that love is likely to 
follow obedience? Now mebbe I'm mistook in 
this; but I do believe that love rests upon re- 
spect, an' obedience inspires that — so I could see 
at once just what Miss Preston was comin' to. 

" Brute force has not the power it was once 
supposed to have," she went on; "and the teach- 
ing that is clubbed in is not likely to be so 
durable as that which is taken in to quench a 
thirst for knowledge. The laws of love and 
obedience are begun in the kindergarten, and 
become a matter of course while the child is yet 
in the plastic condition of his early years. Habit 
of thought is a serious matter in character 
building, Miss Poole; and our system aims at just 
that. Imperfect though it may be, it is far the 
best of which I know — and / believe it improves 
every year!" 

Come to think it over I believe she's right! If 



OBEDIENCE NOTED. 39 

our foreign element came here with the law of 
obedience engraved upon their hearts, an' "fixed" 
as the habit of their minds, as thoroughly as it is 
imprinted upon our school children an' youth, 
what would the next generation see? I had n't 
time for another blessed thought, for Miss Pres- 
ton went on, in lighter vein: 

"Suppose you go with me into Miss Phillips's 
school some day, Miss Poole, just to see the law 
of obedience exemplified. Shut your eyes to 
everything else, please; there may be things to 
criticise; but I want to call your attention to this 
one fact, which I consider of grave import. You 
will see children who not only obey (promptly and 
cheerfully, without question of authority or argu- 
ment against it) not only the spoken command, 
suggestion or direction, but also the ' silent 
signals' of the program, the clock face, the black 
board. You will see them turn in their seats at a 
given time, rise with more or less uniformity of 
motion, and advance (quietly so as not to disturb 
those who are at work) to the recitation room at 
the end of the study room,without a word having 
been spoken to remind them of time, duty or place. 
The 'atmosphere' is that of obedience, and it 
creates a sense of personal responsibility which 
is not bad to have in the family, to say the least." 



40 SNAP SHOTS. 

Well, Mister Editor, / went; and I saw just 
those things; and I thought that those children 
will be dependable as they grow up. There 
can't be no great danger of boys an' girls going 
astray who have been teached to do as they are 
told, by those having authority. 

Surely, parents sometimes forget this, an' allow 
this primal lesson to go all unlearned, until it is 
learned at school — for Miss Preston says that 
she finds many children comin' into school from 
homes where the discipline is " slack" but "who 
fall into line very easily when the condition is 
accepted as a matter of course; an' at the end of 
the school life such children are returned to 
parental authority with much in their characters 
to recommend them as law-abiding citizens of 
the future, which they could not have had but 
for the influence of the public-school system, 
where children obey laws an' teacher, — teachers 
respond to the requirements of principals, princi- 
pals yield obedience to the superintendents, who 
in turn receive orders from the Board of Educa- 
tion and the law-makers." 

May we not pause an' take breath on the ques- 
tion of the benefits derived from the lessons of 
OBEDIENCE which are teached in our 
public schools? 



EDITORIAL. 41 

Feeling sure that you will say " Yea and 
Amen!" 

I remain, 

Very Truly, 

Polly Poole. 

[Yes, the Editor can subscribe to all the above 
and more; for he has known children whose 
knowledge of other important things was first 
gained in the school room; and they are not 
isolated cases, either. In many instances, too 

but I must not anticipate your revelations, 

Miss Poole. 

Editor.] 



42 SNAP SHOTS. 



CHAPTER VIII. 

Manual Training. 

Respect for Labor, Found as Another Beneficent 
Result of Part of the Much Criticised System. 



June i, 1893. 
Mister Editor : 

I've been over to Pratt Institute,* 'n' if you've 
never been there you jest oughter go. Why I 
hain't in no condition to set here 'n' write calmly 
'bout what I seen — I want to git right up 'n' 
shout " Praise the Lord!" 

Why didnt nobody never tell me that children 
was teached to work now-a-days, as well as to 
read 'n' write 'n' cipher ! 

Why, bless my stars ! The girls 'n' boys of 
our day V generation can go to school to learn 
their trade! 

Think o' that,'n' compare 1893 with 1833, when 
if there was a trade to be learned there was a 

*Brooklyu, N. Y. 



MANUAL TRAINING. 43 

'prentice's life o' luxury before the boy, with some- 
times not the most desirable associations all 
through ! 

Then, too, the instruction goes right on, an' when 
a girl is learnin' to make her own bonnets, she's 
learnin' all about "complementary colors," artistic 
forms, etc; and when makin' cloth up into dresses 
'n' other clothes she's told about the material, its 
parts, its process of manufacture, desirable quali- 
ties, average cost, quantity required, how to select 
good fabrics, and dozens o' things that most of 
us back-century folks have had to study out by 
experience. 

Just so in the cooking departments, and the 
laundry, and the other parts of the girls' depart- 
ments wherever manual training is a part of 
school work. The boys learn tailoring, carpentry, 
printing, and other useful things, and I believe I 
begin to see some sense in clay modeliri 'n 1 other 
things that I jest laughed at or scorned when I 
first seen 'em! 

■ I asked Miss Preston how long this had been 
goin 1 on, 'n if it had took root anywhere except 
in our part o' the country. 

"Oh, yes," says she, "Superintendent Waller 
of Pennsylvania said in his last, report that man- 
ual training had taken a firm hold upon the peo- 



44 SNAP SHOTS. 

pie there; and Minnesota is one of the most en- 
thusiastic sections, some idea of which may be 
gained from the fact that the boys of Minneapo- 
lis recently made and presented a silver hooped 
gavel to the Republican Convention; if a desk or 
chair breaks down they repair it; and they not 
only repair and manufacture, but they design, 
and if any boy shows special talent in any one 
branch he is encouraged to devote himself to 
that and perfect himself in it. In Chicago Philip 
Armour has given a magnificent building and 
grounds with a million and a half dollars for a 
manual labor training school. Chattanooga was 
the first southern city to establish a manual train- 
ing school, I believe; but other states have fol- 
lowed Tennessee very closely — the Superintend- 
ent of Mississippi throwing his scholarship and 
enthusiasm into the general school work to a 
degree that might well be imitated in some 
of our northern officers. Both that state and 
Georgia have industrial colleges, the benefits of 
which are far too great for us to comprehend," 
unless we have known the condition in which 
the last generation was left." 

I was interested in this panorama an' asked 
about the East an' West. 

Miss Preston laughed, softly though, an' said: 



THE BEGINNING, 



45 



"You'll be surprised to learn that the 'Hub is' 
at all behind in anything pertaining to intellect- 
ual development, but manual training is certainly 
' from brain to hand' and as a fact the lead has 
not been given here. I cannot quite understand 
why — but some of the states in the far West are 
way ahead of New England in this." 

" Where did this thing begin? Whew! Who 
thought it out?" 

"I believe Richard Auchmutz of New York 
was the first to see the hopeless inadequacy of the 
apprenticeship system to the modern conditions 
of society and labor, and to replace it by a well 
arranged and thorough course of study and edu- 
cation in the 'mechanic arts,' as they are called. 
He has carried on his work for a dozen years, and 
to-day the trades in New York are at least in 
part supplied by men who illustrate by their skill 
and proficiency the success of his effort and the 
value of the trade schools in that city." 

Mister Editor, some o' them are pretty big 
words — but I sensed 'em all right. Miss Preston 
speaks real easy an' so I kin understand even 
when she uses real dictionary words. But I jest 
about think some o' these pints are good things 
for our taxpayers (especially them that growl) 
to consider, when they're findin' fault with the 



46 SNAP SHOTS. 

public schools 'n' what's bein' teached in 'em. 
I'm free to confess that Fve been stumped to find 
that some o' the "fads" have a useful side, even 
when considered from a bread-winner's stand- 
point ! 

Says I, "Miss Preston, what's the end of all 
this ? 

"Who can tell?" she give meback. "Twothings 
I am sure it will affect — has affected already, 
though in a slight degree compared with the 
future. These are the questions of labor and mar- 
riage. Foreign immigration of skilled labor dur- 
ing the last two or three decades has been so 
great that the demand for apprentices was great- 
ly diminished; and the formation of labor unions, 
sometimes governed by foreign-born artisans, 
has blocked the way against American boys who 
desired to learn a trade — as the unions have fre- 
quently undertaken to regulate apprenticeships 
to suit their own interests; and these obstructions 
have had a tendency to send our young men into 
clerkships and the professions." 

(Now I leave it to you, Mister Editor, to let 
our voters know about this; for just 's like 's not 
some o' them never think o' this side o' the 
question when sendin' men to the Legislature to 
make laws for our schools and regulate the tax 



LABOR AND SOCIAL QUESTIONS. 47 

per cents. But I did not interrupt Miss Preston.) 

" By opening the avenues of other work for our 
girls, such as designing, illustrating, modeling, 
engraving, etc., all of which are taught in some 
of the industrial classes, these schools have made 
it possible for a girl to support herself comfort- 
ably even if she hates sewing or housework or 
teaching; and as a result she is in no haste to 
marry the first man that offers himself, fearful 
lest she never have another chance." 

Now right here, Mister Editor, I'm a little bit 
sensitive, never havin' accomplished a very daz- 
zlin success in the marryin' line myself, though 
such has been my intention; so I said, a bit stiffly, 
it may be. 

" Really, I ain't no prophet; but I can't see that 
a race o' ole maids is any great help to our 
kentry!" 

" No, it may be not," says she, with some show 
o' fire in her eyes; "norare inefficient wives and 
tyrannical husbands. Manual training is in part 
removing the inefficiency of the one and the 
hateful domineering of the other. Men must 
now plead for what was once thrown at them, by 
custom and education. Marriage thus comes 
later, but is happier. Common sense enters into 
the 'sweet illusive dream,' and there will be hap- 



48 SNAP SHOTS. 

pier homes, fewer divorce cases, and more in- 
telligent rearing of children. The kindergarten 
and the manual school are working untold bene- 
fits upon the coming generations." 

Well, Mr. Editor, I've thought some big 
thoughts to-day, n' if manual trainin' is goin' to 
have this effect on the girls an' boys, makin' the 
one more sensible, the other better fit morally, 
as well as mentally an' physically, for parentage, 
how fur will'its blessin's go? Where is the end ? 

Again: Miss Preston says that it is also doin' 
much to break down the "caste" lines between 
wealth 'n' poverty. 

"The rich man's son stands at the same bench 
and uses the same tools as that of the laborer, 
perhaps admiring the superior dexterity of the 
latter. The millionaire's daughter vies with her 
washerwoman's child in the production of a 
beautiful, well made dress or jacket, a nutritious 
loaf of bread, or a new or unique design for car- 
pet or wall paper. The one forgets to be super- 
cilious, the other forswears envy, but each sees 
and recognizes what is best in each. They learn 
the lessons of patience and forbearance with the 
faults which have been cherished and fostered by 
the varying conditions of environment, and be- 
comefriends. Humility and love taketheplaceof 



RESULTS OF MANUAL TRAINING. 49 

discord, and they love each other who through 
false views of the value of wealth and the degrada- 
tion of manual labor would have been at swords' 
points as mistress and maid or employer and 
employee in any capacity. Labor is dignified 
and the wage worker honored as a producer- 
while capital is looked upon as a means of pur- 
chasing comfort and bestowing blessings, rather 
than as entitling its possessor to the honor which 
is due only to character." 

There now! if anyone has anything to say 
against manual training let him come to the 
front or " forever after hold your peace"! 

I'm better, thank you, for this view— and con- 
tent (?) to remain, 

Polly Poole. 
[These are, really, but a few of the many good 
points this subject presents; but as Miss Poole 
seems to be on the right track it may be best to 
let her "gang her own gait." 

Editor.] 



5<D SNAP SHOTS. 



CHAPTER IX. 

Other Lasting Benefits. 

Order and Neatness Believed To Be Among the 
Lasting Benefits oj Otir School Work. 

July 2, 1893. 
My Dear Editor : 

Last week I went out for the last time this 
year amongour city schools to see what I could find 
that is good and commendable, having made up 
my mind — what little I have left, I mean — that 
it's enough sight easier to find fault with what is 
than to offer or find anything better. 

This time 1 went into Mr. Robinson's depart- 
ment. Now Mr. Robinson is a man for whom I 
never entertained no great regard, to say the 
least. He's always seemed sort o' namby-pamby, 
for a man, 'n' no great shakes anyhow. 

Well, I've changed my mind agin! . You 
needn't laugh 's if there was inny patent on my 
mind, to prevent my changin' it 'f I see good 
reason, as I certainly do now! 

Why, sir, that man oughter be jest crowned 



REASONS FOR ORDER. rj 

with immortality, here 'n'now! He ain't no more 
the same person in school, among his "children" 
as he calls 'em, that he is in his boardin' house 
than chalk's like cheese! But lem' me explain : 
He was talkin' to the children 'bout bein' 
orderly 'n' neat when I went in, askin' 'em ques- 
tions 'n' sich like to kinder draw 'em out. He 
stopped long enough to welcome me most heart- 
ily, then went right on same 's if I wasn't there; 
'n' sir you jest oughter see them little fellers set 
there 'n' listen, their eyes a shinin' 'n' they jest 
drinkin' in every word he said 'n' anxious to tell 
what they knew, too. 

Says he: "Now give me one reason why we 
ought to be orderly." 

One little boy says " It saves time." 

"Yes," says Mr Robinson, "and life is too 
short to let it be wasted. Jessie, in what way 
does it save time?" 

The little girl he looked at said, after a min- 
ute's waitin': "Why, you know where things are 
'n' you don't have to look for 'em r 

"Good," says he; "now think of that when you 
arrange your books 'n' pencils in your desk. 
Have a place for each one, and put each back 
where it belongs whenever you have used it. Do 
this with your things at home, too, your books, 



52 SNAP SHOTS. 

toys, clothing, or whatever you use. Fred, can 
you think of any other reason?" 

Fred looked a little bit serious, but replied at 
once : Things last longer if they're took care of." 

" Taken care of, Fred, sounds better because 
correct. Your reason is a good one. But there's 
one that's better than all these. I wonder who 
of you can give it. Julia !" 

Julia said : "I think you mean because it saves 
work for some one else, and that we ought to do 
this." 

"That is just it," said Mr. Robinson ; " we must 
not get in the habit of letting some one else do 
for us what we can do for ourselves. We must 
be self-helpful, and try all we can to help others. 
We will not be doing right by our mothers and 
sisters if we allow them to pick up after us- We 
should be looking out to make things easy for 
them, instead of letting them wait on us. Now 
about the other division of our subject — neatness. 
We will first see how it applies to us. If we don't 
keep our teeth clean, what happens?" 

"They decay." 

"And then what?" 

"Get new ones." 

"Can't eat! " 

"We get sick." 



SEEDS SOWN. 53 

"Yes; all these things happen in time; and so, 
too, with other parts of our body. We should 
be careful, not only on our own account and for 
our own pleasure, to see that our hair is well 
brushed, nails kept clean, etc., but also because 
no one else likes to see these things neglected. 
Clothing that is kept free from dust lasts longer 
and looks better. Shoes that are well polished 
do not wet through as easily. So we are really 
more comfortable, kinder, and more economical, 
if we have neat, orderly habits than if careless in 
our every day work and play. Who will make a 
beginning to do something extra in this line, 
something not before thought of?" 

Nearly every hand flew up, and when Mr. Rob- 
inson allowed those who could think of quotations, 
proverbs, etc., bearing upon either point, to go to 
the blackboard and write it out you could see 
that the work was done with an ambition to ex- 
cell in each. 

Such are some of the seeds sown in our public 
schools, by faithful teachers who must realize the 
difference between the home where all is "at 
sixes and sevens" and the one where " Heaven's 
first law" is commonly practiced. 

Shall these things be despised in weighing our 
public schools in the balance? Do we need to 



54 SNAP SHOTS. 

be told that the orderly going in and out of the 
building and to and from classes, the regularity 
of hour for opening and closing school, the suc- 
cession of work and play, study and recitation, 
serves to fix order as a habit? 

I'm going out in the country next month, 'n' I 
hope I shall get into some of the little school 
houses that sit by the roadside. Have they ad- 
vanced, along with the others, and at such a rate ? 
Hoping to find it even so, I will close for this 
time, remaining 

Yours Truly. 

Polly Poole. 

[Miss Poole, all these things deserve the 
marked attention they are receiving at your 
hands. Go on in your " defense" for 

The Editor.] 



PATRIOTISM TAUGHT. 55 



CHAPTER X. 

More Good Work. 

The Old Maid Finds Patriotism and Loyalty 
Taught and Encouraged in Our Public Schools. 

August i, 1893. 
My Dear Mr. Editor: 

Blessed be every roadside school house, with 
its flag-pole outside, and warm lovin' hearts in- 
side, the future defenders o' our beautiful Coun- 
try, if so be she ever needs defendin' agin ! 

Why, I've jest been into one o' them little 
white buildin's, and last month I visited several 
or more, 'n' they all and every one were teachin' 
the old time principles, "Taxation without repre- 
sentation is tyranny." (How does that affect 
woman? Shouldn't it be changed to read: "Tax- 
ation of men"?) "Millions for defense but not 
one cent for tribute. 1 ' " All men are created free 
and equal," and others of similar import— as I 
heerd a young man express it. 

Lem'me tell you about one, just one, school near 
the lake- "What lake?" Why Lake Ontario! 



56 SNAP SHOTS. 

That belongs to New York don't it? It used to 
when I studied Geography. Then it was just a 
black spot on the map— but it really is one o' the 
most beautiful sheets o' water I know of, and as 
changeful as a pretty woman's face, one minute 
all smiles 'an dimples an' curves, then serious; 
mebby in a few minutes cloudy 'n' angry, an r 
like's not before you git away from her all 
sadness, sobs, tears an' pathos. Playful as a 
child by times, an' frequently strong an' wild as a 
beast. 

Oh, Lake Ontario is worthy the poet's pen, the 
artist's brush. I love it 'an kin set for hours on 
itssandy beaches, watchin' the waves comean' go 
an' return agin, every time takin' somethin' from 
the shore, every time bringin' somethin 7 back to 
leave there. Waves of every hue an' color in 
sunlight, an' by sunset jest like a lot o' jewels all 
sparklin'. Have you ever seen it, Mr. Editor, 'n' 
watched its moods 'n' tenses ? // is almost human; 
and it can talk, as few "'humans" can! 

But where was I? Oh, at the school houset 
Well, I set outside a while, drinkin' in the golden 
sunshine, the smell o' clover blooms 'n' the peace 
'n' quiet that is only found in the country or on 
the sea, V listenin' to the hum-drum recitations 
goin' on within until I heard: 



MISS POLLY KNOWS BETTER. 57 

" If we can get through our classes in time to- 
day, we will have a little talk about the 4th o' July 
— why we celebrate, what led up to its honor, when, 
where, by whom, and all that we can think of." 

I thought it was a good time for me to stay in 
the background. I knew, by the way that teach- 
er talked, that she was young — therefore likely 
to be embarrassed if I went in as a " visitor" 'n' 
I wanted to see jest what she'd git out o' her 
subject ! 

"How did I know she was young?" 

Well, Mr. Editor, you're not to blame, I s'pose, 
for what you don't seem to know; but if /was a 
man I believe I could tell a young woman's voice 
from an old one's, even if I did not see the 
woman ! An' another thing — there ain't many 
teachers that have been in the business a great 
many years who have enough spirit 'n' enthusiasm 
left for extra lessons, glad 'n' thankful if they 
hold out for reg'lar work, 'thout takin' on things 
that ain't laid down for 'em in the study books! 

Yes, I know you told me so — 'an a few months 
ago I was as ready as you are to lay all the blame 
on the teachers; but I know better now! I know 
that even the worst or most thoughtless of 'em 
all do their work with as much conscience an' 
skill an' preparation as people in any other 



58 SNAP SHOTS. 

business, 'n' with a plaguey sight less inducement ! 

Why, Mister Editor, there ain't no use talkin' 
but when a man or woman can't make more than 
a " hand to mouth' 1 livin' atany work they hain'tgot 
much encouragement to stick to it, 'n 7 make it grow 
? n' blossom 'n' bring forth beautiful fruit ! There's 
a general sort 'o " Move on, Little Joe" about the 
hull educational mill that's discouragin" to people 
that do know enough to do somethin' else. Why 
— but that don't come in this chapter, though I 
believe in my soul it oughter come in every chapter! 

Well, I got around to where I could hear the 
"spread eagle*' talk V I tell you I jest enjoyed 
every bit of it ! I'll give you a taste — for you v'e 
been pretty good about sendin' me papers V 
books since 1 sent you my dollar ! I'll put it 's I 
heard it, not always knowin' whether the answers 
was boys or girls or young or old — foreign descent 
or American, except where there was a brogue : 

T. "We will first sing America'" — which they 
done fairly well. Then some one asked if they 
couldn't sing "The Star-Spangled Banner' 1 'n 1 
"Columbia, the Gem o' the Ocean." 

The teacher said " yes " to the first, but drawed 
the line on the other, sayin', with a laugh: "I 
guess we'd better let Columbia rest till to-morrow, 
if we talk any about the 4th of July !" so they 



SALARIES AND PATRIOTISM. 59 

dropped that 'n' sung the other as only Young 
xAjnerica can sing when Young America's lungs 
is strong an' his heart O. K. 

"Now," says the teacher, ''we'll begin with the 
flag. How many stars has it? Why? Stripes? 
Why? What are the colors? What do they 
signify? " 

You'd 'a' been surprised, Mister Editor, to hear 
them answers ! Why the boys 'n' girls eight 
years old, of to-day, know more about the early 
history of our country than they used to at four- 
teen or fifteen when I went to school! Teachin' 
has improved — 'n' it will more yet, if teachers 
can be paid enough to give back to 'em what 
they v'e spent gittin' ready for their work, provide 
a comfortable livin' for 'em now an' let 'em lay 
up a little agin a rainy day. But this letter is all 
about patriotism, though my opinion is that 
patriotism, as well as other things, can be teached 
with a good deal more vim if the teacher knows 
she ain't goin' to be left to starve in her old age — 
or marry to avoid it! However — 

T. "By what general name do we call the 4th 
of July? Why 'Independence Day'? How 
many signers were there? Why had this action 
become necessary? What had been done pre 
viously in this line? 



60 SNAP SHOTS. 

How long did the war last? What was it called? 

" Name and tell what you can about some of the 
leading battles. Leaders on both sides. 

" What were some of the causes that led to the 
war? Who was on the throne of England? 
France? How did France show her friendship 
for us? 

" In what way is our government different from 
that of England? Better? Why? 

What do you know about the paper called the 
'Declaration of Independence'? How many of 
you have ever read it? Would you have dared 
sign it if asked at that time? Would you have 
done it? How many of you will read it with 
me after school to-morrow? Good ? We will 
take up each paragraph and talk about it. / 
dont understand it all myself , but would like to." 

(The honest simplicity of that confession ought 
to win any child's love.) 

There was more of this familiar talk, n' I wish 
there was space for the answers. Some of them 
were strikingly original — and all showed a taste 
for more. To wind up with, the teacher " brought 
home the application" and, for the time being,, 
at least, every child was a patriot hero — longin' 
to do something to show his love for his country. 

Then the teacher s work really begun, and she 



NOBLE WORK DONE. 6 1 

done itbravely, showin' how peaceful, law-abidin\ 
honest citizens is just as. necessary to the country 
as soldiers; that dishonest men are disgraceful, 
and that treachery in small things may lead to 
traitorous deeds; that idlenes is shameful in a 
country where there is so much land to cultivate, 
so many mines to be dug into, so much to be 
done in every line of work; that if Arnold had 
been honest and industrious he might not have 
been tempted to betray his country; that integrity 
don't grow in a minute, but has to be cultivated 
a little at a time, etc. 

Well, Mister Editor it done my old soul good 
to jest set V listen, but I couldn't stand it no 
longer, V I got up V went into the school room, 
V I stayed until I'd seen a " flag-drill " 'n then I 
had a talk with them all, V / like our country 
schools ! 

More to follow, 

Yours Truly, 

Polly Poole. 

[That teacher is certainly doing a noble work. 

It is to be hoped that the civil service reform will 

reach teachers of this class and not only seek to 

retain them, but make it worth while for them to 

stay! 

Editor. 



62 SNAP SHOTS. 



CHAPTER XL 

Country School Studies. 

Nature Studied by the Country Schools to Miss 
Polly's Delight. 

September i, 1893. 
Well Mister Editor: 

I've been in the country all summer; in West- 
ern New York, in Ohio, in New Jersey, Vermont, 

'n' Maine , 'n' I've been goin' to school 'most 

all the time! 

Why, I don't wonder that boys 'd ruther go 
than saw wood; nor that girls 'd ruther spend 
their time at their books than cleanin' kitchen- 
floors, 'n' sich like. Think o the difference be- 
tween the schools o' the last generation 'n' them 
o' to-day — as Miss Preston says; tho' if it hadn't 
been for her I might ha' gone on findin' fault V 
nothin' else, to the end o' the chapter. 

To be sure other people do! 'N' some of 'em 
have reason to I don't doubt — but let's have fair 
play, 'n' not make the schools bear the brunt 
o' what belongs away back among parents, 



CLUSTER LESSONS. 63 

tax-payers, legislators, 'n' public men generally! 

What's pleased me most o' anything is to see 
the children learnin' to think for themselves, to 
observe an' study an' know whether what their 
books 'n' teachers says is true is true or not. 

I found plenty o' classes studyin' a book* that 
told about food and drink in such a way that they 
could all understand it 'n' be able to know what 
was best to eat 'n' what to let alone; how farmin' 
is carried on in different parts o' the world; what 
tools are used ; how to get seeds from the govern- 
ment; butter an' bread making; chicken-raising; 
(even the incubator is mentioned), fruits are 
described; an' many more things in a way to 
awaken interest an' hold attention. 

Everybody oughter read No. i. It oughter 
be in every home in our land. 

Leaves, grasses, specimens of bark, woods,, 
seeds, rock, etc., was brought into school an' 
studied. Language, spellin', composition, mem- 
ory, imagination, observation, number, color, 
drawin', readin', writin', was all teached from 
these — sometimes everything from just one. 

And more. When it come to Natural History 
I was glad to hear one teacher say: 

*" Information Readers."— Boston School Supply Co., Boston^ 

Mass. 



64 SNAP SHOTS. 

"Julius, I wish you hadn't brought these birds' 
eggs." 

"Why?" 

" Because it seems cruel to rob the birds. We 
can examine the eggs in the nest without remov- 
ing them' — often without touching them." 

" Birds can't count!" 

" Do you know that?" 

" It isn't any worse than to shoot the birds." 

" That's begging the question. Two Wrongs 
don't make one Right. But / wouldn't shoot 
them either, except for food." 

" Lots of ladies wear 'em on their hats." 

" 1 know it, Julius; but often that is done from 
thoughtlessness rather than from any disposition 
to be cruel. Let me read you what Cowper 
thought about kindness"' — and she read the good 
old poem beginning 

" I would not enter on my list of friends — " 

then took up the gauntlet again: 

" I saw one of our little girls chasing butter- 
flies yesterday with a long net. I'd hate to 
have some one break her arm as uselessly as she 
sometimes broke the butterflies' wings." 

" Wouldn't you kill snakes?" 

" Well, if I had the courage, and was going to 



KINDNESS TAUGHT. 65 

be bitten by one, I mightclo.it in self-defense; 
but not merely because I saw and disliked it. 
But now 1 want to hear some stories about what 
you've seen some one do that was kind." 

The hands new up, eyes shone, an' all was 
eager to be first to tell about this. 

One had " seen a man get out and walk up hill 
'cause his horse was tired." 

Another one knew a "little girl that brought a 
little chicken in the house every night to stay in 
cold weather, 'till it got enough feathers to keep 
it warm." 

One saw a woman "warm the milk to feed a 
little calf with, 'cause it didn't like cold victuals! " 
Several had seen men who was fishin' (evi- 
dently for food) throw some back in water " in- 
stead of leavin' 'em on the shore to die when 
they wasn't the kind they wanted." 

Right there that teacher give them boys 'n' 
girls a good lesson on "fishin' for fun," shootin' 
birds 'n' such like. An' as for birds to wear on 
hats 'n head-dresses! Well, / don't b lieve none 
o' them girls '11 ever do it! ! 

Then she asked 'em to study on this line, 'n' to 
do their best to practice kindness in all its forms, 
to animals, to each other, to their parents, friends 
V strangers; especially to the poor, the sick, the 



66 SNAP SHOTS. 

aged an' the ignorant. Even the wicked were to 
claim a share of their charity. 

" Remember," says she, " they may be living 
the very best they know how to. They may not 
have been as well taught as you. Shun their 
sin, but be careful not to lose an opportunity to 
do a kind deed — even among wicked men and 
women." 

Mister Editor — there's law and gospel too in 
such teaching. " Hate the sin but love the sin- 
ner!" Can our Sunday-go-to-meetin' creeds 
furnish anything better for man or beast? Will 
the children who are brought up in this way be 
hard-hearted, murderers of those whose power 
>r place makes them victims of envy, jealousy 
an' covetousness? 

Can we afford not to have kindness, patience 
ind charity teached in our schools? Ain't we 
buildin 1 with good material when we put in 
respect, courtesy, justice, an' like qualities that 
can't be bought to the grocery? Ain't our 
schools furnishin' some pretty good " stock " for 
the next generation? 

So thinks, 

Polly Poole, 

[So does 

The Editor.] 



EDUCATIONAL CHANGES. 67 



CHAPTER XII. 

Educational Changes. 

People and Things Studied More and Books Less 
Than Fifty Years Ago. 

October 3, 1893. 
My Dear Editor : 

It is certainly surprisin' that such changes in 
the work can have been goin' on so long an' I 
never heerd of it until about a year ago! Well, 
well, "The world does move!" 

Books was what we studied when I went to 
school in the little red school house inthe Genesee 
valley. My land, how well I remember the little 
square windows, four on each side of the room, 
with their tiny panes o' glass; the master's desk 
at the fur end o' the room; the big stove near 
the entry (stoves was just comin' to be used 
then) ; the benches runnin' close to the wall on 
each side, where the "big" girls an' boys set; 
the clumsy desks, in front, an' the front row, two 



68 SNA? SHOTS. 

or three steps lower down for the little tads, 
"the alphabet class" the teacher called 'em — 
"trundle-bed truck" was all they got from some 
o' the big boys; the big girls was a shade better, 
V called 'em "young ones"; but they all lived 
through it,V through some pretty hard discipline, 
too; an' study! Why land o' man ! ! 

Lem me tell you somethin.' We had a small 
blackboard space — but it was crackled, 'n' was 
right behind the teacher's chair. No wall maps 
nor globes. 

"Whips?" 

Well, yes; 'n' they wasn't most generally idle, 
neither. Every thin' was useful in them days, 
'n' 1 don't know *s Sam Hill ever would 'a' got his 
alphabet if it hadn't been lashed into 'im at the 
last; he'd been to school most all winter, V some- 
how he'd skipped notice until all to once the 
master says, says he: 

"Sam, come here 'n' say your alphabet!'' 

Sam come, but he couldn't say more'n two or 
three, mebby half a dozen, letters — but he begun 
all right, "A is for Ape." 'n' the master kep' a 
p'intin' with his penknife to what he wanted next. 
Hut he didn't go straight — 'n' when he come to 
44 1 is for Ibex" Sam said: "1 don't know." 

Savs the master: " That's I." 



OLD TIME METHODS. 69 

"U," says Sam. 

"No, /" says the master agin, impatient like. 

"U," says Sam. 

The master begun to git warm in the face 
altho' it was February out o' doors, 'n' says he: 

" Don't say U\ say I.' 

"Him" says Sam, p'intin' at Mr. Woodard, 'n' 
some o' the big boys jest roared, 'n' the big girls 
giggled. 

(Why, yes, "girls used to giggle in them days" 
pretty much as they do now — ■ ''specially if the 
boys was tickled. Human nature don't change 
much if teachin' does!) 

This kind o' riled the master, 'n' Sam blubbered 
when Mr. Woodard threatened to lash him if he 
didn't say it proper, 'n' he laid some several 
pounds o' stress on the "/is for Ibex" whereat 
poor Sam blurted out: "The master is for Ibex!" 

Well, he got a thrashin' for his stupidity, 'n' 
was sent to his seat; but bime by he got called 
out agin 'n' somehow he seemed to sense it this 
time, for he got along all right— 'n' I never was 
sure jest how fur that lickin' was to be credited 
with clearin' up his mental opaqueness! (I've 
coprighted that phrase for you.) 

I b'lieve they don't teach the alphabet in no 
such way now. Why, I've just been readin' a 



70 SNAP SHOTS. 

book* by Miss Ellen E. Kenyon> oi New York 
City, where even our windows would 'a' been used 
by the teacher for lessons in Observation, Number, 
Form, Language, 'n' I don't know what all! 
Here's some sentences from it that'll give you 
an idea of what I mean : 

"How many windows have we? Our room 
and the next have how many together? How 
many sashes has each window? How many 
have all three? How many panes of glass has 
a whole window? What is one half of that 
number? * * * I am thinking of something 
else. But for what I am thinking of we could 
not see the clock, because there would be no 
light in the room. It is made of wood and some- 
thing else that I can see through. It has two 
parts that slide up and down. These two parts 
hang by cords. It is a good thing that we can 
slide them up and down because by that means 
we can get all the fresh air we need. The whole 
thing is oblong in shape and contains twelve 
smaller oblongs. * * * Can you see the glass? 
Do you see the glass itself or only the spots on 
it? How then do you know that the glass is 
there? 

* The Coming School, i>ay,es 47-50. Publishing Company, 
37 West 10th St., New York.) 



EXTRACTS FROM THE COMING SCHOOL. 7 1 

"Henry may tap on the glass with his slate 
pencil. With his lead pencil. With his finger 
nails. With the fleshy part of his fingers. Again 
with each. Which makes the sharpest sound? 
The softest? Does a blind person know when 
anyone is opening a window? How? Is the 
sound different from that of opening a door? 

"How does glass feel to the touch? Hard or 
soft? Cold or warm? Rough or smooth? Did 
you ever cut your finger with glass? 

11 If you had a piece of glass and a piece of wood 
in your hand which would you be most careful 
not to drop? Why?" 

Mister Editor, I calmly advise everybody to 
read that book. It's only 50 cents, an' is chock 
full o' big words 'n' big ideas — 'n' will just make 
anybody think what they're teachin V how. 
There ain't no nonsense in it (unless it is the big 
talk about "concepts" 'n' sich, which is kinder 
out o' my line) ; but there's dead loads o' good 
reasonable work between them covers; 'n' any 
teacher what '11 foller them ways won't need to 
go huntin' for a job — as they used to in my day 
'n' generation. 

An' that reminds me that them as is so much 
attached to old ways an' means, oughter try com- 
parisons once in a while. / dont believe things 



72 SNAP SHOTS. 

was so superior when spellin' was all done by 
word o' mouth— though it's just within reason 
that our spellin' now could be improved. But, 
so can other things ! Cookery don't seem to be 
what it used to, when your mother made mince pies 
out o' meat she bought at the butcher's by the 
pound, instead o' ready-made at the grocer's in 
a little paper box — does it now ? An' how about 
tailorin' ? Hain't you heerd your father tellabout 
that "best coat" that was every stitch made by 
hand an' lasted nigh onto twenty year afore he 
thought it necessary to replace it ? Can he say 
the same o' the one he used after that? How 
about furniture ? See inny difference between 
the woven wire springs 'n, hair mattresses 'n 
blankets o' the present, n' the old-fashioned, 
high-post bedsteads, that almost required a step- 
ladder to get into, with the deep layers o' feath- 
er beds that let you go down, almost out o' sight 
below, with woolen sheets 'n' blue 'n' white home- 
spun counterpanes 'n' pieced quilts above ? 

Go thro' your house, office, barn, farm, mill, 'n' 
see the improvements (changes may be a better 
word — I'm still inclined to balk on some of 'em) 
'n' tell me if it 'd be reasonable to s'pose that 
teachin', in all its ways, had stood still! 

I guess not -but even if I don't quite believe 



MODERN WAYS AHEAD. 73 

in all the new-fangled things 'n' methods, /don't 
want to back-number my books. Give 'em to 
me fresh, 'n' I'll try to pick out the good n' skip 
t'other parts ! 

Now I kind o' like the idea of studyin' real 
things more 'n' books less than was done when I 
was to school. It kind o' seems to me 's though 
it wa'n't goin' to take so long to get the hang o' 
things. 

Mercy me, but children seven year old to-day 
write better 'n I done at twelve. I never could 
see no sense o' learnin' a lot o' pot-hooks for 
writin', nohow; 'n' I find that now they don't 
begin in no such way, 'n' I'm glad of it. 

With so many children leavin' school at four- 
teen, fifteen, 'n' sixteen years old, its a mercy 
they get a chance to know before then that there's 
somethin' on earth besides work 'n' money.* 

Not that I despise either — by no manner o' 
means ! But I've noticed that what boys 'n' girls 
get interested in in childhood 'n' youth stays by\ 
'n' while grammar V figgers 'n' the spellin' book 
don't seem to have much drawin' power for some 
of 'em, stones, trees, squirrels, 'n' their own 
physical machinery does wake 'em up. 

So I'm free to confess that the modern ways o* 

:: See Appendix I>. 



74 SNAP SHOTS. 

layin' out school work is miles ahead o' them I 
wrastled with. Yes, I know I called 'em "new- 
fangled " in the beginning V they be — but my 
inflections on that word is different from what it 
was in eighteen-hundred-an'-ninety-two. I begin 
to like the word — for it means a good many 
things that I couldn't have thought out all by 
myself, 'n' I'm glad my poor old eyes have heerd 
'n' my ears seen what they have heerd n' seen 
since [ first writ about these things to you. 

Now I'm goin' out to the Buckeye State to see 
what Superintendent Draper 's about up in 
Cleveland. The teachers here seem to think he 
done a heap o' good while bossin' the schools 
here in York State — 'n' I do hope he ain't no 
more afraid o' them political machines there than 
he was here. 

I'll be sure to tell you what I see that's out o' 
kilter — 'n' you can print it. Much obliged for 
favors shown to 

Yours to command, 

Polly Poole. 

[Yes, the study of people and things in con- 
nection with books is better than books alone. 
Kindergarten work is demonstrating this in some 
corners of the earth where teaching had grown 



EDITORIAL. 



75 



more or less machine-like — <W,even kindergarten 
work may become spiritless. Let no one stop the 
wheels of progress with blocks of prejudice! 

Editor.] 



j6 SNAP SHOTS. 



CHAPTER XIII. 

Salary and Work. 

Miss Poole Finds Teachers Well Paid in the 
Buckeye State, and Work Proportionately in 
Advance. 

Dayton, Ohio, Nov. i, 1893. 
My Dear Sir! 

"There is nothing new under the sun!" The 
"New Education" ain't so new as I thought, V 
there 's lots of people at work at it out here 
who have been in it since ever so long ago, even 
before the Quincy Schools or Methods was heard 
of outside of the- Old Bay State ! 

I wish you could have gone with me into some 
o' the schools where I've been since I left York 
State. Why, I've found Superintendents who 
superintend an' who know every school 'n' every 
teacher — 'n' I was goin' to say every child, 'n' 1 
don't know as I'd be fur off the track if I did, 
for "Colonel" White (of Dayton) who went 



SOME OHIO SHOOLS. JJ 

with me out to the Wyoming School in this 
city does know nearly that; 'n' both he 'n' Mr. 
Superintendent Shawan (of Columbus) not only 
know what's been teached in the classes — but just 
how to do it themselves. 

What's more, they don't b'lieve in puttin' their 
teachers in Examination straight jackets, neither; 
nor in makin' machines of her (the sex predomi- 
nates — even as principals!) for once they find 
teachers able for the situation they let 'em more 
or less alone, to be judged by their work. 

An 1 another thing they don't discriminate 
agin a woman because she happened to be a 
rib instead o' clay! Most all the principals is 
women — 'n' if you think they hain't got no execu- 
tive ability come with me into the school out on 
Mound Street in Columbus 'n' watch them several 
hundred children come down stairs 'n' go out to 
play or go home; 'n' just so of the school out on 
Second Avenue where there's another big crowd 
o' children to be took care of; 'n' both done by 
women with ever so many assistant teachers; 'n' 
nobody says 'taint just 's well done 's them that 
has men to supervise 'em! I've seen some men 
that done very well in these places, too — but I 
ain't goiiV to call no names, for they might feel 
sort o' sot up — but over on Fifth Avenue I did 



yS SNAP SHOTS. 

see a man that knew how to tend to school in 
good shape. I seen some more, too, but I only 
started to say that most o' the schools (includin' 
the Normals) in these two cities is run by women 
an' in first-class style. 

An' I oughter mention the kindness an' polite- 
ness I met from 'em all, an none of 'em knowed I 
was makin history oj "em/ 

Why ! Land o' Liberty ! I'd just like to go 
to school agin 'f I could go to jus' such a school 
'n' jus' such a principal 's I seen out to Avondale 
in Columbus! An' 'f you'll b'lieve it, I didn't find 
none o' them schools overdone in work 'n' num- 
bers. In our State it ain't nothin' uncommon to 
find fifty or even sixty (I've seen more) children 
turned out to one teacher, 'n' here forty 's above 
the average. 

"Good work ?" Well, I guess so — 'n' the nor- 
mal work 's helpin' things amazin'ly! An so 's 
the pay ! Why bless me they b'lieve in payin' 
for good stuff out here — I s'pose that's why the city 
of Cleveland got Mr. Draper away from us — 'n' if 
a man is worth $1500 for a principal he gets it ; 
'n' if a woman does the same work in the same 
satisfactory way she gets the same wages! 

" Millenium near?" 

I thought so. I was brungup in Western New 



WHY THEY ARE THERE. 7Q 

York, 'n' I'm proud of it — its one o' the prettiest 
sections o' Uncle Sam's farm — but my land! Ask 
any o' the women teachers in Rochester how 
much money they get for their work ! ! Then ask 
how little some o' them can get along on, 
'n' live, 'n' not break most a dozen Command- 
ments while doin' it, 'n' I guess you '11 get an eye- 
opener! 

Oh, I know there's two sides to it — 'n' some o' 
the teachers may be awful incompetent, or in- 
different, or somethin' — but I don't know 's it's 
accordin' to law 'n' gospel to make all the rest 
take the consequences of the short-comin's of a 
few. Besides — if they are so awfully low down 
in the scale why are they there? Is the work of 
so little importance that anybody 'n' everybody 
can be let run it? One might think so from the 
wages paid in some o' the schools.* Let's try a 
little arithmetic on the subject — better yet let me 
recite from a letter I got from a woman last 
spring when I was busy scornin' some o' the 
teachers for the work they didn't do. I wish I 
could give the whole letter — but it ain't hardly 
fair to bring in none but the salary question just 
now. She says : 

*See Appendix C. 



SO SNAP SHOTS. 

Rochester, N. Y. May [6, 1S93. 
My Dear Miss Poole: 

I think you 're a little too bitter on the school 
question. You're an outsider and I don't believe 
that you've asked half enough questions. It's 
all right to detect failure and weakness and error 
— but it is quite another thing to correct the 
same. Suppose you begin looking for a remedy. 
1 ,et me illustrate : 

1 came in from school Friday night— not quite 
so fresh as I started out on Monday morning, 
after having had fifty-two pupils in my care for 
five days, to say nothing at outside work in the 
way of looking over next day's work each night, 
examining slates, desks "papers," etc., after 
school is dismissed, and doing the numerous lit- 
tle things that a teacher must if she would keep 
///>, and "keep up" we must or drop out. 

Well, I had a lovely invitation out to dinner, 
with a concert in prospect afterward — but was 
too tired and cross (I deny that I'm "nervous" 
—the American woman's substitute for cross) to 
even think of going; but after dinner I donned 
my lounging dress and came to my room to see 
what my educational journals had to offer me in 
the way o{ advice, help and encouragement. 



EXPENSES Versus SALARY. 8 1 

Opening one* I came across your gentle (?) 
sarcasm on "Accuracy" and its neglect in our 
schools. I read it — as I had your previous arti- 
cles — but determined at the first opportunity to 
call a halt and give you a pocket full of statistics. 

Then I picked up the New York School Journal 
of May 6th and read, in an editorial : 

"Take New York state, for example; there must be 
something lacking for in 1892 more than 100 of the 30,000 
teachers in the state would have gathered, especially when 
there was the influence of the National Association to help. 
Think of the enthusiasm when the politicians of a state 
meet! There will have to be a compulsory law yet to get 
the teachers of a state together — here at the East." 

Well, it makes me tired, and takes away all 
my courage and ambition — for the employment 
of which qualities I am paid the magnificent sum 
of $300 a year! I have no home or family and 
so cannot" sponge" a living from some of my 
relatives even if disposed to— but pay $4 a week 
(and I have to pay my board during the entire 
year)- $208. I do not have "laundry privileges' 1 in 
my boarding house, and no time to use them if I 
had — so my washing costs me twenty-five cents a 
week— $13 more. I have been brought up to at- 

*The one that contained Chap. V. of this book while running 
as a serial. 



82 SNAP SHOTS. 

tend church — and being of Quaker origin that left 
me too independent to occupy a "sitting" that 
some one else paid for, so that costs me another 
ten- (How they do vanish!) I take some little 
interest in educational matters outside of my 
own department, for I really want to do my best, 
so I take the above mentioned journals, one at 
$1.00 and the other at $2.50. My heart is not 
entirely calloused yet, so ten cents a week for 
"sweet Charity 1 ' disposes of another V and 
twenty cents more. A dollar a week does not 
seem extravagant as a provision toward a wed- 
ding outfit if the Prince dawns on my vision, nor 
toward a comfortable old age if he doesn't* 
Count out $50 more. 

Total $2gi. h ]0 

I do my own millinery, dressmaking and plain 
sewing during my vacation — but can t make my 
shoes! Society forbids me to appear a la Maud 
Muller — on the streets ; in my own room I may 
do as I please, but — 

/ have left $8.30 for clothing, books, incidentals 
( medicines if needed, street-car fares, lecture, 
concert, anything — even to a postage stamp or 
:hewinggum must be paid for !) etc.; and while I 
should be delighted to attend the Teacher's As- 
sociation at Saratoga the puzzle with me is how 
to do it and pay expenses! 



THEIR MEAGRE SALARIES. 83 

As it would take about a week I might " bull- 
doze" my landlady into rebating $3.00; that 
would help pay my passage one zvay, and if I go 
by canal I may be able to work out the rest — on 
the tow path ! But how am I going to live during 
that week ? My bonnets and dresses are "be- 
hind the times" it is true— but I'll endure that 
and go for the sake of the "enthusiasm" if you 
and some of the others who are continually 
"suggesting" the presence of deficiencies will 
point out a few ways and means. 

"Politicians" indeed! What would become 
of their fiery enthusiasm on my salary ? Do they 
attend State Conventions at their own expense, 
or are their expenses paid by their constituents ? 

Now, my dear Miss Poole, mine is by no means 
an isolated case. Some teachers here get more 
than I do. (This is my second year.) Some get 
less. Some have families or .individuals to sup- 
port from their meager salaries. And if the sal- 
aries of the entire "30,000 teachers" of the state 
were averaged I think mine would be a little 
ahead ! 

Then, too, some of our teachers are going in 
for "higher education" and are indebted for ad- 
vance loans, made while they were getting a 
start — and must pay this up before free to do any- 



84 SNAP SHOTS. 

thing more toward " mental equipment" 

Don t you think the work is commensurate to 

the pay, all things considered ? 

How would it do for you to use your voice and 

pen in agitation of this side of the work ? 

Hoping to hear that you will, I remain, 
Very Cordially Yours, 

Now Mister Editor that worried me 'n' I put 
on my bonnet V took the train for Rochester to 
get at the " statistics" promised by that young 
woman an' I grieve to say they was true. She's 
goin' to get away soon. I've just called the at- 
tention of a man out West, who wants a teacher 
(in his home) , to this one — 'n' he thinks if a girl 
can do all that on $300 a year she's a treasure, 
y I didn't deny it ! 

But that ain't the very worst! In Western 
Massachusetts some counties employ teachers at 
$4.00 a week who are college graduates! And 
then we cry down their work ! ! May the good 
Lord forgive us for all we 've writ 'n' said V done 
that's discouraged one earnest teacher, or hurt 
the conscience of one who is truly workin' with 
an eye beyond pay day ! ! ! 

Let us all give thanks on the day set apart for 
national praise that the Buckeye teachers are 



ROCHESTER SALARIES. 85 

not sharpening their noses on poverty's grind- 
stone — and that they can afford to do good work ! 
Yea and amen, from 

P. Poole. 

[In an editorial entitled " Teachers' Salaries 
Again" the Rochester (N. Y.) Union and Adver- 
tiser of December 27, 1893, makes this statement, 
and pleads for justice to the " underpaid" teach- 
ers of that beautiful city : 

" The conference of the finance committee of the Com- 
mon Council with a special committee of the Board of 
Education yesterday calls attention again to the question 
of an increase of the salaries of the grade teachers in the 
public schools. It will be remembered that this question 
was up last spring ; the sentiment in favor of justice to 
the teachers was universal, the admission being made on 
every hand that they were underpaid. But as has hap- 
pened before, an obstacle to the proposed increase was 
found in a charter provision. The victims of this obstacle 
were given to understand, however, that just as soon as 
legislation could be had * * * they would have no 
reason to complain of the earnest desire of the Board of 
Education to do them justice. 

" As the meeting of the legislature is near at hand, it 
appears to be proper to ask one or two questions. Is this 
understanding to be observed? Is the promised increase 
to be made? Certain indications hardly justify unqualified 
answers in the affirmative. The conference spoken of dis- 



86 SNAP SHOTS. 

closes the existence of a number of unpaid bills aggregat- 
ing many thousands of dollars. It discloses also more 
anxiety to get money to pay them than to increase the 
teachers' salaries. That all bills properly contracted should 
be paid, no one will deny; money should be raised in 
some way to meet them ; but the matter should not be per- 
mitted to obscure or blot out the more important matters 
of justice to the teachers. Too many times already and 
upon pretexts not altogether beyond criticism have they 
been obliged to put their lips to the cup of disappoint- 
ment. To oblige them to do so again upon another pre- 
text scarcely less creditable than its long line of predeces- 
sors is to tax faith in human nature to a degree that cannot 
be borne with equanimity. 

" Without asking what right the Board of Education had 
to contract bills when there was no money to meet them, 
let the hope be expressed that so dubious a pretext will not 
be allowed to thwart an increase of salaries. That accom- 
plishment of this object may be placed beyond question, 
it is of the highest importance that one thing be done. As 
Assemblyman O'Grady has already suggested, the pro- 
posed amendment of the charter should separate the teach- 
ers' fund from the contingent fund. As long as the money 
available for different purposes is lumped together, con- 
tingent expenditures will always trench upon expenditures 
for salaries. Every proposition to increase the one will be 
met with the demand to pay the other. It has been so in 
the past; there is not the least reason to believe that it 
will be so in the future. By adopting Assemblyman 
O'Grady 's suggestion * * * the salaries of teachers 



LABOR WORTHY OF HIRE. 8/ 

* * * can be increased. * * * This would be an 
act of justice; it would be making labor worthy of its hire." 

As the amount of " increase" indicated is only 
from $5 to $15 per month, proportioned to experi- 
ence, there seems nothing alarmingly extravagant 
in the proposition that seems so unlikely to be 
met with an "unqualified affirmative" ! 

[Editor.] 



88 SNAP SHOTS. 



CHAPTER XIV. 

"To See Ourselves as Ithers See Us." 

Miss Poole Holds up the Mirror of the Public Press *. 

December 2, 1893. 
My Dear Sir: 

Home again 'n' glad to be here; V I've just a 
few words o' private conversation for the entire 
teaching force. Print 'em easy, please, like 
"apples of gold in pictures of silver" — 'n' with 
velvet frames. 

An' first is this : Be sure you're right — then 
go ahead, regardless of criticism. But — be sure; 
and be sure you We right; then "go" — don,t stand 
still, or you'll stagnate. And go ahead. No back 
steps in this work, please. 

Second: Take pride in your work. Having 
done your best, speak well of the system in general. 
Admit that there are errors (there are — and grave 
ones) but insist that there is great progress. If 
you are not proud of your profession who will 
be? Make it a thing of which all must be. 
proud. 



PUBLIC SENTIMENT. 89 

Seek the co-operation of parents,citizens, school- 
officials and the press. 

Finally: "Look up and not down; Lookout 
and not in; Look ahead and not back; Lift up 
and lend a hand!" 

I append a few clippings saved from newspa- 
pers all over the land since these papers were 
begun. They show, in a measure, public senti- 
ment on some points, and should give you fresh 
courage. 

Speaking of the Teachers' Institute assembled 
at Greensburg, Pa., December 28, 1892, the 
Tribune of that place extended a hearty greeting 
and cordial welcome to the teachers and said : 

" Parents and directors in many places are no longer 
willing to have their children crowded into the narrow 
walls of the school room so densely as to impair their 
health for life, and to render profitable instruction next to 
impossible. 

" They are looking to the necessity of placing school 
rooms within reach of all, and making it possible in the 
rural districts for all the children to get to school, and that, 
too, even in unfavorable weather. 

"Other improvements in public sentiment and public 
activities also appear. The school term has been length- 
ened ; wages are continually increasing ; schoolhouses are 
improving, and a spirit of progress seems to pervade the 
people in the cause of education. 



QO SNAP SHOTS. 

"What of the teachers? While it is true that there has 
never been a time when there were not grand teachers, 
Socrates, Plato, Pestalozzi, Froebel-Arnold, and we must 
not forget the many excellent teachers of our own county 
of past generations, yet it is a fact that never before was 
the standard of the teachers in Westmoreland so high as 
to-day. There are more teachers that are graduates of 
hiefh schools, academies, seminaries, normal schools, and 
colleges, and also more bearing permanent certificates than 
ever before. This shows an increase in the general intelli- 
gence and in the standard of teachers which will go on 
until public sentiment will demand that all the schools be 
filled with teachers who are educated and trained for their 
work, just as the minister, lawyer or ^ctor is trained for 
his work." 

On the 30th the Times of Cochranton, Pa., re- 
ports County Supt. Wright's address, saying : 

" This gathering of the educational forces of this great 
county of Crawford is not in response t an arbitrary call 
from your County Superintendent, butis in obedience to the 
law of this Commonwealth. 

"A higher motive, also, has operated L o bring together 
this body of earnest men and women. Sordid motives 
may actuate some people in many of the acts of life, but 
not so with the under-paid and often over-worked teachers 
of our land. The springs of action lie deeper down in 
the hearts of most of these self-sacrificing people who 
labor for the elevation of the children entrusted to them." 



PRESS QUOTATIONS. 91 

On the 29th the Ledger of Tacoma, Wash., 
gave nearly two columns to reporting the sessions 
of the State Teachers' Association for the pre- 
ceding day, and commenting on a paper read by 
Professor Charles \V. Borst of Centralia "How 
Do Methods Cultivate Mind," said : 

44 He also built an ideal so seemingly high that, if reached, 
the schools would become a heaven on earth for the little 
ones, and they would be almost perfect in following the 
model of their preceptors." 

The Boston Transcript of January 14, '93, gives 
a detailed report in which we read these signs of 
progress and of the interest taken in the work: 

"Children so like to consider themselves as original dis- 
coverers and fancy collectors in the fields of science that 
this department of school work is very popular, for in 
every single town in the State these nature studies are now 
pursued. 

44 The educational value of the institutes cannot be too 
highly estimated. No stronger impulse to constant pro- 
gressive education, and no greater tribute to the harmony 
with which the secretary, the agent and the local authori- 
ties work together, has ever been furnished than by these 
meetings, to which Dr. Dickinson has devoted so much 
time, zeal and wisdom. * * * Such meetings show 
the interest in public school education." 

December 30, 1893, the Topeka Daily Capital 
(Kan.) says : 



92 SNAP SHOTS. 

" Too much of this criticism comes from the superin- 
tendents and the professors who do not come in contact 
with the pupils. There is danger of criticising ourselves 
to death. * * * It reminds one of a Method- 

ist camp meeting to see the teachers gather in groups and 
talk after the sessions adjourn. They are a very sociable 
set of people." 

On the 23d of the same month the Democrat, 
Lock Haven, Pa., said that : 

" There were assembled here more directors than 
probably ever gathered at the same place before." 

and of the address by the Honorable Henry 
Houck : 

" The honorable gentleman said so much to elevate and 
inspire that it is with sorrow that we see him leave." 

On the 19th the Fort Worth Gazette (Tex.) 
reported the Institute in session there, and quot- 
ed Dr. Garrison of the Texas University as say- 
ing that: 

" The schools of to-day are better than those of the 
past, because there is higher organization and more perfect 
co-operation." 

The Radical, Beaver Falls, Pa., says on the 

31st: 

The Institute has been very pleasant and profitable* 
The instructors were excellent teachers, thoroughly con- 



GENERAL NEEDS. 93 

versant with their subjects and practical in their methods. 
* * * Supt. Hillman has held another successful 

Institute. The last one seems to be the best, but only, we 
suppose, because it is nearest and freshest in memory. 
The institute is the great event of the holidays, and we 
hope a holiday week will never pass in Beaver without 
being made profitable and pleasurable by the holding of 
our County Institute." 

The News, Jersey City, N.J. , Dec. 12, denounces 
the action of the Hoboken Board of Education in 
making an appointment in direct reversal of the 
results of an examination — using "political pull" 
instead of scholarship, and called the vote "dis- 
graceful. 

In his message, the Mayor of Brooklyn said 
(see Brooklyn Citizen, January 3, 1893) : 

" Manv public needs can be postponed. We cannot, 
however, deal with the subject of education in that way. 
We cannot hold back the years of our children. Every 
year that they are denied the privileges of the school is a 
loss that cannot be recovered. A large item in the in- 
crease of current expenses of the year has been devoted to 
the educational department of our city. Of the $10,108,- 
38 (.80 raised by taxation in this city, $1,996,500 are de- 
voted to educational work, and yet the record shows that 
for the year now closing we have not fully met the needs 
of our city. During the year there have been constructed 
four new school houses, and large additions have been 



94 SNAP SHOTS. 

made to four others, * * * but, owing to the closing 
of unfit rooms, the net gain has amounted to only 4,453 
seats, while there has been a net gain in registered scholars 
of 5,039. The greatest overcrowding has occurred in the 
Eighteenth, Twenty-Seventh and Twenty-Eighth Wards. 
Three new school houses, however, are being erected for 
the accommodation of those wards. The following build- 
ings and additions are in course of erection and will be 
completed during the year 1893, viz.:" 

giving a list of four buildings and five additions. 

January 1, 1893, the Sioux City Journal, Iowa, 
notes the growth and improvement of the city's 
public schools, gives a cut of the new High School 
building which cost $104,460, and devotes a large 
space to its description. 

The Philadelphia Inquirer of January 1 1 dis- 
cussed the annual report of the Board of Educa- 
tion, and said : 

" Unrestricted immigration, loose naturalization laws 
and the abuse of the right of suffrage have assumed such 
proportions as cause many to entertain grave apprehen- 
sions lest good government should finally be subverted. 

" Statistics are given to show that the result of all this 
is that the criminal class is growing at an unprecedented 
rate. Compulsory education, President Sheppard says, is 
the only remedy, and he suggests that the Legislature 
take such steps as to provide for it. 

" Reference is made to the presentation of flags to the 



PRESS COMMENTS. 95 

schools by the Junior Order of American Mechanics, and 
to the wholesome effect resulting therefrom." 

January 18th, the Chicago Dispatch says : 

" All thinkers have by this time arrived at the conclusion 
that education must be the most otent factor in solving 
the intricate and well nigh distracting problems tha are 
agitating the people of n t only this country but of the 
world." 

Truth, Scranton, Pa., January 20, says : 

" Notwithstanding the rapidity with which schools have 
been built in the past few years, in Scranton and else- 
where, every school room is thronged with eager learners, 
and the thirst for knowledge is so universal as to render 
compulsory attendance unnecessary, even if it were desira- 
ble." 

and is sustained by next day's Wilkes-Barre 
Times, which adds : 

" Self-denial in the respect of making sacrifices, so that 
the children of the lowly shall be sent to school, is a pre- 
dominating virtue among parents who know the advan- 
tages of primary education, and inspired by an affectionate 
regard for their little ones, aim to clear their future of 
the obstructions that embarrassed their own lives, by send- 
ing them as long as possible to the public schools." 

The Washington Star of January 9 hopes that : 

« Chicago will not strike a plane of culture where the 
dead languages and abstruse mathematics are ranked before 
manual training in importance." 



g6 SNAP SHOTS. 

The Journal of Port Chester, N. Y., said 
(January 12) that "The last twenty-five years have 
seen a great change in public sentiment on the 
subject," drawing — but the editor need not have 
limited his remark to this study. 

January 17 the Chicago News allowed (?) 
Miss Burt nearly a column in which to state her 
own position regarding points in which the Board 
had not been correctly reported, and she cited 
instances of teachers who purchase material for 
their school work, because "It is their religion to 
do their work right. " 

On December 30, 1892 the Chronicle, Augusta, 
Ga., says that Governor Northen vetoed the bill 
enlarging the curriculum, and quotes him as 
follows: 

"It is bad policy to license teachers who are known to 
"be incompetent to give instruction in a large part of the 
studies authorized to be taught." 

The Boston Board of Education is quoted as 
reporting (Globe, Jan. 24, '93) : 

"The numerous voluntary and associated efforts to dis- 
cover what is most essential in both matter and method in 
teaching are auguries of vast moment for the future of 
education. 

"There is an increased attendance upon the schools, 
keeping the ratio of attendance of children of school age 
fully up to the ratio of increase of population. 



PROMOTIONS AND EXAMINATIONS. 97 

"There is also increased interest in the support of 
-schools, indicated by the greater outlay of the past year, 
and especially in the noticeable improvement in school 
buildings, to which the towns are now giving more gener- 
ous attention, incited thereto, it may be, by the liberal 
■example of the State itself.' 1 

The Post, Houston, Texas, January 13, says: 

" As the State grows, the public schools and higher 
education institutes expand to keep apace with her great- 
ness. Their encouragement in all respects must spring 
from the honor and pride of the people whose liberality 
towards them in the past vouchsafes for them success in 
the future." 

Regarding promotions and examinations, the 
Rochester (N. Y.) Herald of December 12, 92, 
speaks of Supt. Draper's innovation at Cleveland 
as " Admirable." 

The Register, Newburg, N. Y., December 
24, endorses it and says " Examinations do more 
harm than good ; the Syracuse (N. Y.) Herald of 
the 26th says that agradual reform inthisdirection 
has been going on there for some time; the Fall 
River (Mass.) Herald of Jan. 24 says that it is a 
weighty matter and will stand examination, as 
much can be said on both sides. 

Of our public school system the Oswego Times 
said, Jan. 23 : 



98 SNAP SHOTS. 

" It is the greatest bulwark of the Nation. * * * 
Attacks upon it are a very disagreeable form of treason to 
the government itself. * * * it is our Nation's chief- 
est glory." 

In his last annual report State Supt. Waller of 
Pennsylvania says salaries have been raised, the 
term lengthened and school buildings erected in 
every respect worthy the cause. 

Supt. Swett of San Francisco is reported by 
the Call of December 6, 1892, to have said that 
a new era of educational activity is being entered 
upon. 

The New Haven News has the following in 
its issue of January 11, '93 : 

" If it be true, as has been said, that the introduction 
into the public schools of carpenter work, sewing, cooking,, 
gymnastics, music and other things which in boarding 
schools are known as 'extras,' has not interfered with 
instruction in the more essential studies, and if it be also 
true, as also has been said, that the time devoted to such 
new branches amounts in some, if not all grades, to a day 
and a half of each week, what an improvement there must 
have been in the past few years in the methods of 
teaching." 

The Duluth Herald, Minn, gives a column 
and a half to a reporter who talks of the public 
schools there, December 10, '93, saying : 

" The continual aim is to make all the work practical. "' 



SALARIES. QQ 

After criticising the New York schools as de- 
picted by a recent (but possibly superficial) critic, 
the Troy Times of January 7, '93, says : 

" But such a system is the inevitable result of subordin- 
ating the schools to the uses of ring politics, where the 
most ignorant and useless teacher is valued according to 
the strength of his ' pull.' " 

In Jersey City the principals of the public 
schools (men) asked and were refused an in- 
crease of salaries, one of the directors character- 
izing the request as a raid on the city treasury 
which he should resist and oppose — and the prin- 
cipals challenged his language, protesting against 
the "coarse, undeserved and uncalled for insults." 
(See Journal, Jan. 12, '93.) 

The Chicago Post of Dec. 30, '92, calls for 
more salary for the primary teachers and less for 
the specialists. 

The Pioneer Press of St. Paul, Jan. 8, '93, 
points out one cause of the apparent failure of the 
system to come up to the high ideal "that would 
make us the envy of the world " in the following 
language : 

"Exactly what is done in the schools the people do not 
know. The average citizen, even when a parent, with 
children of school age, never goes inside of the building 
when they are being fitted for the work of life. He knows 



IOO SNAP SHOTS 

only by conjecture or hearsay of the system which he is 
helping to support, and which is determining the future of 
his children." 

Parental indifference must not be laid at the 
teachers door! 

The editor manfully points out another and 
worse occasion of inferior work as follows : 

"The schools are of high grade and improving exactly 
in proportion to their freedom from the control of ordinary 
political influences. Where political considerations prevail, 
they reach their lowest and worst estate. The political 
school board means that all educational interests are in the 
hands of men who have sought their places for what there 
may be in it. The first necessity with such men is to use 
their place and influence for personal advantage. They 
serve notice on the superintendent that places must be pro- 
vided in the teaching force for their friends, and for the 
friends of those who worked for their elevation. The 
whole school system becomes, in a short time, a part of the 
vast political machine that degrades and contaminates 
whatever it touches. It is but a little while before fitness 
becomes of no consideration, and the corps of teachers is 
composed of either more or less active political agents, or 
the friends and dependents of politicians, who have no 
more adaptation for teaching than a ward heeler, and who 
discharge their duties as best they know how, by teaching 
the child to repeat what has been learned bv rote. No- 
where does the municipal problem come home as sharply and 
seriously to the citizen as in its relation to the school sys- 



MORE PRESS COMMENTS. IOI 

tern. Nowhere else is the influence of party politics and 
local party combinations as fatal as when the control of 
the schools is aimed at. It is this which is wasting every 
year hundreds of millions of the people's money and blight- 
ing millions of young lives, while the people blindly trust 
in the fetish of their adored public school system ; either 
forgetful or ignorant of what it may become when en- 
trusted to unworthy hands." 

Honor bright, it looks to me as though the 
reformation should begin with the political 
"machine"! How would it do to wash that first, 
then winnow the teaching force — if necessary? 

In the Mail Box column of the Boston 
Traveller, Jan. 12, '93, we find the following : 

" One who looks into the early history will soon discover 
that the chronic situation for the teacher has been much 
work and little pay." 

In the December 12, '92, issue of the Toledo 
Bee, we read : 

" In the comprehensiveness of thorough organization 
and in efficiency in execution it would seem that our sys- 
tem of public education is a grand success. 

" We realize the progress which our schools have made 
and which they cannot help but make. The progress is 
permanent, and it is a matter in which vast humanity is 
interested." 

" The methods of teaching various subjects, as presented 



102 SNAP SHOTS. 

by the professors present, were certainly a liberal compre- 
hension in the right direction, showing that freedom of 
thought in dealing with Nature's laws was fast taking the 
place of the strict confinement to text books, thus bringing 
the pupil in contact with thought which he will be able to 
realize by and through observation. 

" One of our popular young teachers, Miss Jessica 
Marshall, has kindly contributed the following thoughts 
on ' School from a Teacher's Standpoint' : 

'"At this time when so much has been written of cruelty 
in our schools, and even the Humane Society has found it 
necessary to pass resolutions about it, it is with real pleas- 
ure that I picture facts as they are. 

« ' In the schools, one of the first things that would at- 
tract attention is the universal neatness. The pains which 
even the smallest boy takes in his appearance are equal to 
that of a Summit Street dude. His hair is brushed, his 
hands and nails are carefully cleaned and his shoes are 
black and shining. His mother will tell you that ' George' 
is not the same boy since he started to school. Why ? 
Because his attention has been called to these things per- 
sistently, though kindly, by his teacher. Another thing 
that would be noticed is the variety ofmethods with which 
the teacher presents the same old truths, and the frequent 
changes in program which prevent the school days becom- 
ing monotonous and uninteresting. Do you suppose this 
is an accident, or the result of much time spent in thought? 

'" Courtesy, too, seems to be the law of the schools, 
both from the pupils to teachers and from the teachers to 



CLIPPINGS. IO3 

pupils. The pleasant 'good morning' when they enter 
the school room, the quick apology for any little mis- 
hap, and the almost invariable use of requests instead of 
commands. 

" Teachers are commonly represented as tyrants. Yet 
witness the affection displayed towards these same 'tyrants." 
Children will willingly remain after school to do black- 
board work, collect slates, and carry pails of water, till it 
often becomes a difficult task for the teachers to decline 
their offers of service without hurting their feelings." 

(Toledo doesn't seem "bad to take" — into con- 
sideration of the work!) 

In the Nashua (N. H.) Gazette of December 
10, '92, we find some one looking backward to the 
schools of the last generation, and contrasting 
them with the schools of to-day. He says in 
conclusion : 

" Things have changed in school matters and happily 
for the better. Of course they are not perfect but the 
way to improve them is for every parent to feel a personal 
interest in the schools of our city. This feeling that inter- 
est is taken in their work is as beneficial to teachers and 
school authorities as is the applause of an audience to the 
actor or critic's praise to an artist. Personal interest would 
soon open the eyes of those who should be interested in 
such matters to the defects as well as the merits of our 
schools. The parents might see defects that the superin- 
tendent or school board would be unable to discover as in 



104 SNAP SHOTS. 

some respects they are brought into closer relations to the- 
pupil than either board or superintendent." 

The Times, Chester, Pa., same date, quotes the 
President of the South Chester School Board as- 
saying : 

" When I look back twenty years and see the rapid prog- 
ress made in educational matters and the rapid increase 
in the value' of school property it makes me feel old." 

The St. Louis Star Sayings. of December 9,. 
'92, says : 

"The reiterated charge against the public school system,, 
brought by its most uncompromising enemies, that they 
are Godless schools is infamous. It is intended to bring- 
the system into discredit and pave the way for instructions 
in sectarian religion which, if accomplished, means the 
system's destruction. 

" The agitation against our public schools at present is- 
widespread, concerted and sinister. 

" As by a general order, a grand assault is being made 
upon them. 

" But their friends are alert and thev bide their time. 

" The forbearance of the American people, when a 
cherished institution is threatened, is well known. 

" To presume upon their patience is to invite wrath,, 
which, when it comes, will make short work of the allied 
influences now tending to undermine nearly all that the 
intellectual life of the nations stands for to-da}'." 

January 11 '93, the Baltimore Herald has this. 



WEAR AND TEAR. IO5 

to say under the title ''Wearing work of a 
teacher" 

" Close observation shows that teaching is one of the 
most wearing occupations for women. Even the hard- 
working clerk, typewriter, journalist or seamstress, with 
longer hours and more drudgelike employment, keeps her 
health and strength better through five years of continuous 
service than does the average school teacher. The girl 
who begins with erect carriage and rosy cheeks will be 
seen in the course of a few years to have lost both. 

" Much of this is attributed to the nervous strain necessary 
for the regular routine of governing often an unruly class 
and at the same time teaching the required studies. But 
allowing that teaching is hard work, without entering into 
the reasons, certainly nothing should be neglected w T hich 
adds physical comfort to these positions of honor, filled 
many times by earnest women who strive by enthusiasm 
in their work and by a noble example to make teaching a 
profession. 

" It would seem to be absurd to declare it is their right to 
occupy only rooms which can be properly heated and 
ventilated, and yet it is not too strong a statement to say 
that, to the writer's knowledge, one girl last winter owed 
a severe attack of pneumonia to the low temperature of 
her room, while others suffered more or less from the 
same cause. Because there are conditions over which the 
teachers themselves have little or no control, they should 
be all the more carefully attended to by those who do. 

" There is another consideration, however, for which 



106 SNAP SHOTS. 

they themselves are responsible, and that is the midday 
luncheon, which is very apt to be a basket affair, eaten as 
rapidly as possible in order to go on with the school work, 
or, as one teacher said, ' she took a bite while correcting 
papers which had to be ready for the afternoon session.' 
The full hour's rest at noon should be enjoyed ; when 
possible a breath of fresh air and a few minutes' walk will 
make the duties of the afternoon easier." 

In summing up from these brief abstracts we 
may conclude : 

i. All teaching is not on the downgrade. Prog- 
ress has been made. 

2. Where not "up to grade" the machine work 
is not all chargeable to the teachers and superin- 
tendents. 

3. Where so chargeable parents and taxpayers 
must do their duty — regardless of politics. 

4. "The laborer is worthy of his hire" — and if 
good work is demanded good pay should be 
offered. 

"Hoping that these few lines may find you 
enjoying the same blessing" I remain (as yet) 

Polly Poole. 

[Miss Polly has done a grand thing for us in 
giving us this birds-eye view of the cause. Let 
the good work of investigation and defense go on; 
Let the newspapers and magazines continue the 
timely discussion — and let every teacher in the 



CORRESPONDENCE INVITED. 107 

land who has a "view" to present, and every 
parent who has fault to find, with the " system," 
negatively or positively, or words of commenda- 
tion for it, address the Editor of Snap Shots, 
3J West 10th St. New York. We propose to 
open our columns for just this purpose. 

Editor.] 



I08 SNAP SHOTS. 



APPENDIX A. 



"ONE MORE UNFORTUNATE." 

Teachers' Companion, New Tork. 

Somewhere, N. Y., Sometime, 1882. 
Mr. Editor : 

The despairing wail of your " Unfortunate Young Man "" 
bade defiance to distance, and after making an impression 
on the tympanum of my sensitive ears, found a ready and 
sympathetic echo in the auricles and ventricles of my 
usually callous heart, for I, too, am an innocent and im- 
pecunious victim of our Public School System. Just fancy 
a Balance Sheet made of the following debits and credits 
for and against this highly praised educational method! 



APPENDIX A. 



IOg 



PUBLIC SCHOOL. 



CR. 



i. To 1 2 years of mj life. Some 
of the best years, too. 

2. To a great proportion of child- 
hood's hours that should have 
been devoted to physical culture 
and bodily development. 

3. To some of my morals and 
manners. 



4. To constant servitude in a 
room where there was little or 
no provision made for ventila- 
tion, proper light, sufficient heat 
or other physical necessities. 

5. To a woful lack of any prac- 
tical knowledge of household 
duties, or the responsibilities of 
life. 



1. By a smattering knowledge 
of set rules in some particular 
branches. 

2. By a dwarfed growth, weak 
eyes, round shoulders, bent 
spine and contracted lungs. 

3. Bv association with several 
hundred other children of all 
grades so far as home influence 
and home training is concerned, 
and teachers that never made 
any effort to check plainly visi- 
ble evils. 

4 Bv foul air to breathe, a dis- 
eased system and the cheapest 
talent that could be procured 
to " teach the young idea how 
to shoot." 

c. Bv a "SHEEPSKIN." 



Js it strange that I'm not satisfied to be pronounced « a 
graduate " and yet to know that I have not learned any- 
thing of housework, or serving, because all my spare mo- 
ments had to be spent in looking up dates, definitions, and 
formulas, or in writing five pages on " The Pleasures and 
Offices of Memory " or some equally lucid and interesting- 
theme, instead of leaving me any margin of time to make 
practical experiments in the kitchen, the sewing room, 
the market or any of the numberless places likely to be 
within the orbit of my duties? 

To be sure it gave me a cursory glance at the heavens, but 



IIO SNAP SHOTS. 

they were snatched from my enchanted gaze before I 
could locate a single constellation. It gave me " 14 weeks 
in chemistry " but just as I began to be interested in the 
homely chemistry of bread-making, and the processes of 
fermentation in common things, that which " might have 
been " made useful in after life was crowded out for draw- 
ing! 

And so through the entire curriculum. The "3 Rs." 
gave way for French — and I hated it heartily in conse- 
quence! Spelling and all common things were crowded 
out about half way up the "Hill of Science," and at 18 I 
find myself poorly developed both physically and mentally ; 
with nothing useful to help myself with in the way of a 
trade or profession ; too weak for manual labor, and un- 
skilled for any other; and so I must teach. To be sure 
the pay is meager, but so is the Intellect that can afford 
to work for it. 

Meanwhile I must wait for a position, for the market is 
already glutted with such as I, — or ( vain hope!) lean 
marry and so bring my woes to a period. And I guess I 
will — for Henry says I know as much as he does any way, 
and we can both learn, even if we do have to begin on the 
very lowest round of the ladder. And by the way, I am 
indebted to the P. S. S. for Henry, so I guess that one credit 
will outbalance all the debits, and the Balance Sheet bal- 
ances the other way now. 

So I'll wipe my weeping eyes, Mr. Editor, and bid you 
a more cheerful good bye than I expected to when I 
began this letter from 

A Sweet Girl Graduate. 



APPENDIX A. Ill 

P. S. Of course this could not go without the tradi- 
tional postscript. I could not think of anything myself, 
but my father says " A liberal education isn't much better, 
as far as utility is concerned. " I think he means something 
about like what one of my older brothers said the other 
day. Both of them are college graduates, and have been 
in business ten years (one is a lawyer ; the other is teller 
in a bank), and now they both say that at least half of 
that time has been spent in unlearning what they had 
learned, and in trying to reduce the other half to practical 
ideas that can be utilized in their business. 

S. G. G. 



112 SNAP SHOTS. 



APPENDIX B. 

We clip the following from the New York Times of 
January 7, 1894 : 

OUR GREATEST EDUCATIONAL NEED. 

An eminent authority estimates the money loss to the 
people of this country, in one way and another during the 
past year, due to ignorance of the elementary princi- 
ples underlying public policy in matters of currency and 
taxation, at not less than $1,000,000,000. Incidental to 
this loss are much hardship and suffering, and the estimate 
takes no account of what is yet to be undergone before a 
normal condition of things is re-established. 

It is a commonplace remark that the safety of our insti- 
tutions and the beneficence of our Government depend 
upon the intelligence of the people and a general diffusion 
of at least an elementary degree of education. It is of the 
last importance that the great body of citizens upon whose 
suffrages the policy and methods of public administration 
finally depend should be sufficiently enlightened to under- 
stand the questions at issue and to vote intelligently with 
reference to their settlement. It is for this that common 
schools, supported at public expense, are supposed to fit 
them, and yet these schools fail to teach the very things 



APPENDIX B. II3 

which they most need to know. As a rule, boys leave the 
public schools with absolutely no knowledge of the princi- 
ples that underlie questions of currency and taxation and 
of the application of those principles, and with only slight 
knowledge, if any, of the political history of the country; 
and it is surprising how few men who have had the advan- 
tages of a "higher education" have a clear understanding 
of the issues which are to be determined by political action. 
* * # * 

This great drawback, which costs us so much, is due to 
a lack of the right kind of education at the time when 
education is readily acquired and produces a lasting effect. 
It is a common notion, which comes from neglect in this 
very matter, that what is called political economy is a dry 
and difficult subject * * * but its fundamental princi- 
ples are easily understood and its elementarv doctrines are 
within the comprehension of ordinary intelligence. 

It would be absurd to attempt to teach boys and girls in 
grammar schools political economy in the ordinary sense 
of the term and in the ordinary way. But they can be 
made to understand what money is and what it is for. They 
can be taught what trade is and how exchanges are effected- 
A clear idea can be given them of what constitutes value 
and what determines prices. They can be made to under- 
stand the uses of credit and the devices bv which it is made 
safely to serve the processes of industry and commerce. 
They will have no difficulty in comprehending what taxa- 
tion is for and what effect it has. And so they can be 
led on from point to point until they reach a verv fair 



114 SNAP SHOTS. 

understanding of questions which Heat the bottom of pub- 
lic policy in matters that most nearly affect the interests of 
the people in their daily life, and which they must under- 
stand in order to exercise the rights of citizenship with any 
degree of wisdom. 

What we most need in our system of popular education 
to-day is an elementary textbook dealing with the primary 
and settled principles of economy in a simple and attractive 
way, and the universal use of such a book in the common 
schools. * * * It is a mistake to assume that the 
fundamental principles relating to the subject are in dispute 
or are matters of opinion. They are as well settled as 
those of physics or chemistry. It is only in their applica- 
tion that there arc differences of opinion among those who 
really understand them. What we need first of all and 
most of all is to have them understood by men who vote, 
and especially by men who hold office. Then we shall 
not have political movements based upon ignorance and 
delusion, and u statesmen" whose arguments are as gro- 
tesque as those of the negro preacher who demonstrates 
that "the sun do move." 



APPENDIX C. 115 



APPENDIX C. 

The following was taken from the New York Evening 
Post, December 6, 1893. 

PAY OF COUNTRY SCHOOL TEACHERS. 

The inadequate payment of women who teach in the 
rural districts of Western Massachusetts was severely 
animadverted upon by Superintendent Walter P. Beckwith 
of Adams recently in an address before the Massachusetts 
Teachers' Association at Boston. It seems that in some 
of the Berkshire hill towns the wages of these women are 
less than $20 a month, and in one town they are as low as 
$15.75. ^ r - Beckwith declared that such a state of things 
was a shame to "the great and wealthy Commonwealth of 
Massachusetts." " Of course," he said, ''• the young women 
who are going through some of the motions of teaching 
for such paltry remuneration are not well prepared to do 
the work set for them. A teacher who receives $4 per 
week has no right to be well prepared." 

What makes the giving of such mean compensation appar- 
ently inexcusable is that the rate of taxation in these towns is 
unusually high . In that paying the lowest salary of all it is 
$28 a thousand. Mr. Beckwith brought out some other inter- 



Il6 SNAP SHOTS. 

esting facts. He found that many of the women teaching in 
the four western counties of Massachusetts were college 
graduates nowadays and that the average increase in the 
wages of the men in the State at large since 1875 had 
been 5S per cent., in the wages of the women only 32. 
" These|figures seem to show us," he said, "that in propor- 
tion as the elements of professionalism and permanence 
are introduced the wages increase. The wages of men 
teachers increase faster than those of women, for one 
reason, because men, as a rule, now remain longer in the 
work than women — it being less common than formerly 
for men, at least in Massachusetts, to teach as a mere 
makeshift." 



021 363 649 2 



